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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..a95fafd --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #66667 (https://www.gutenberg.org/ebooks/66667) diff --git a/old/66667-0.txt b/old/66667-0.txt deleted file mode 100644 index c8505f9..0000000 --- a/old/66667-0.txt +++ /dev/null @@ -1,3548 +0,0 @@ -The Project Gutenberg eBook of Penmanship, by Leta Severance Hiles - -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: Penmanship - Teaching and Supervision - -Author: Leta Severance Hiles - -Release Date: November 4, 2021 [eBook #66667] - -Language: English - -Character set encoding: UTF-8 - -Produced by: Craig Kirkwood and the Online Distributed Proofreading Team - at https://www.pgdp.net (This file was produced from images - generously made available by The Internet Archive) - -*** START OF THE PROJECT GUTENBERG EBOOK PENMANSHIP *** - -Transcriber’s Notes: - -Text enclosed by underscores is in italics (_italics_). - -Additional Transcriber’s Notes are at the end. - - * * * * * - -PENMANSHIP - -_Teaching and Supervision_ - - - - -PENMANSHIP - - - _Teaching and - Supervision_ - - BY - LETA SEVERANCE HILES - - _Supervisor of Penmanship - Long Beach, California_ - - JESSE RAY MILLER - 3474 UNIVERSITY AVENUE - LOS ANGELES - - * * * * * - - COPYRIGHT 1924, BY JESSE RAY MILLER - - FIRST PRINTING - APRIL, 1924 - - _Printed in the United States of America - Press of Jesse Ray Miller - Los Angeles_ - - - - -CONTENTS - - - CHAPTER - - I THE PENMANSHIP PROBLEM 9 - - _The Commercial Factor--The Educational Factor--Educational - Value._ - - II FUNDAMENTALS CONCERNED IN THE PROBLEM 15 - - _Physical Training Phase--Correct Posture--Correct - Movement--Visualization of Letter Forms--Practice-- - Application of the Correct Habits to Daily - Requirements._ - - III THE GENERALLY ACCEPTED SOLUTION: MUSCULAR MOVEMENT 43 - - _Conservation of Health a Prime Factor in the Solution-- - Economy of Time a Result of the Solution._ - - IV PREPARATION OF THE TEACHER 51 - - _The Technique of the Subject--The Ability to Secure - Results--The Penmanship Perspective._ - - V SUITABLE EQUIPMENT AND MATERIALS 61 - - _Text--Blackboard and the Use of It--Paper--Folders-- - Pencil--Pen--Penholder--Blotter--Ink--Economy in the Use - of Material._ - - VI SOME WORKABLE SUGGESTIONS 72 - - _How to Study--How to Move and Slant the Paper-- - Blackboard Work of the Pupils--Name Cards--Figures-- - Alphabet--Endurance Tests--Objectives in Good Writing - Habits--Progress Lesson--Segregation--Line Quality-- - Samples--Preparation for the regular Visit of the - Supervisor--Counting--Use of the Timepiece--Awards--Use - of Standard Penmanship Tests._ - - VII SUGGESTIONS FOR THE GRADES, JUNIOR AND SENIOR HIGH SCHOOLS 85 - - _A General Not a Specific Plan--First Grade--Second - Grade--Third Grade--Fourth Grade--Fifth Grade--Sixth - Grade--Seventh Grade--Eighth Grade--Junior High - School--Senior High School._ - - VIII SUPERVISION AND THE PENMANSHIP SUPERVISOR 113 - - _Supervision in the Past--Function of the Supervisor-- - Leadership a Prime Qualification--Personality a - Necessary Qualification--Broad Preparation Indispensable - to the Supervisor--Continual Preparation Essential-- - Rating--The Best Qualified Supervisor._ - - BIBLIOGRAPHY 123 - - INDEX 126 - - - - -INTRODUCTION - - -Reading, writing, and arithmetic have for long been looked upon as the -fundamentals in education. And in very truth they are. Altogether too -little attention has been given the expression of thought involved -in the study of any school subject whether such expression takes the -form of oral or written language. In fact, many failures in school -and misunderstandings in actual life are due to inability to properly -interpret text, read intelligently, or speak correctly. - -No small part of this entire problem, especially when applied to grade -pupils, is the mechanical or penmanship side. Everywhere there is -criticism, on the part of teachers and parents, of the quality of the -pupils’ writing. In many instances the process is a slow and laborious -one. The bodily positions assumed by pupils during the operation of -writing are harmful. The effort frequently results in an illegible -scrawl. Too often, little or no attention is given penmanship in the -grades and consequently boys and girls go through life laboring under a -serious handicap. - -In the following pages an attempt is made to bring definitely and -concisely before educators the fundamental facts necessary to secure -legibility and rapidity in penmanship, without causing strain of eye or -cramp of hand. The treatment of the subject is simple and direct. The -discussion of the problem of penmanship is followed by a consideration -of the essentials necessary to the establishment of a habit that shall -result in good penmanship. The materials necessary are taken up in -detail. The teacher’s preparation is dwelt upon. Workable suggestions -are given a place. One chapter deals with the minimum requirements for -all and the closing chapter discusses supervision. - -The entire work is based upon an extended experience with pupils -and teachers. Every suggestion and direction has been worked out in -actual practice. The volume has been prepared in response to continued -requests from teachers, principals, and superintendents who desire -explicit directions that can be used to supplement any system of -muscular movement penmanship. - -The author wishes to express her gratitude to the hundreds of teachers, -scattered throughout several states in the Union, to whom she has had -the privilege of offering instruction and from whom helpful suggestions -have come. - - L. S. H. - - - - -CHAPTER ONE THE PENMANSHIP PROBLEM - - -THE COMMERCIAL FACTOR - -We are living in a practical age. Every institution of worth points to -the truth of this statement. Of every plan advanced the query comes, -“Will it stand a practical test?” We are constantly experimenting with, -and adopting, new methods, and those in force today may be displaced -tomorrow as being behind the spirit of the time. It is only natural -that the commercialization of penmanship should take place. - -When a business man is asked what qualification counts most in -employing clerks he is very apt to say, “Other things being equal, -the good writer gets the place.” Henry Clews, the Wall Street banker, -frankly states that the beginning of his successful career may be -traced to good penmanship. - -A letter of application for a position is not judged by school room -standards, but by business standards. These two sets of standards -should be in harmony. An educator of authority finds that “there is -little contention as to the function the child is to serve when he -becomes part of the world in which he shall eventually find himself. -Our methods as practiced however, would hardly be recognized as having -any foundation in the thought for future citizenship.” Think of the -vast army of boys and girls who leave the elementary school at an early -age to earn a livelihood. These should be given the best practical -equipment. - -To be sure, there are those who cite instances of great men whose -handwriting is almost unreadable, and argue that point in favor of -allowing all public school pupils to be poor writers. Common sense -teaches us that it is unwise to burden ourselves with an unnecessary -handicap. - -Others will say that it is not worth while, as every one will use -a typewriter upon entering the commercial world. Only a certain -proportion will enter the world of commerce, and a majority of those -who do enter tell us that they have as much work to do with pen or -pencil as on the typewriter. - -The initial drafts of the majority of all important documents are -usually written with the pen. We have the word of many an author -that an attempt to dictate the first draft results disastrously to -the content of the manuscript. We therefore infer that in matters of -importance the use of the mechanical device is not conducive to the -best composition. The typewriter is of great convenience after the -first draft has been revised. - - -THE EDUCATIONAL FACTOR - -Again, would it not be vastly worth while, even for school purposes -alone, to learn rapid, easy and legible hand-writing, since a majority -of pupils spend nine years in the elementary and junior high schools? A -good percentage finish high school and many pursue a college career for -four years. What an asset good easy writing is in school and college! -Every pupil owes it as a duty to himself and to his instructors to -express himself legibly on paper. - -Finally, while its worth cannot be fully estimated, good writing is -eagerly sought and its possessor finds it ever a ready servant and -valued friend. We should strive for usable knowledge. In McMurray’s -_How To Study_ we learn that “It is a part of one’s work as a student, -therefore, to plan to turn one’s knowledge to some account; to plan -not alone to sell it for money, but to use it in various ways in daily -life.” - - -EDUCATIONAL VALUE - -Perhaps the most widely recognized educational value of good penmanship -would come under the head of utility. Pleasing angles, graceful curves, -uniformity, and clear strong lines appeal alike to all. From the -attitude taken by many educational folk, relegating this subject in the -curriculum to the background, we might think that they prefer illegible -writing. Yet frequently these are the very persons who are heard to -complain the loudest and longest over poorly written test papers and -unreadable letters from friends. - -Muscular movement penmanship may be utilized to advantage in school and -out. In the first place it saves the pupils’ time and physical energy -in execution and the teachers’ time and energy in interpreting. In the -second place it is most emphatically demanded by the world that many -of these pupils will enter upon leaving school. Parents draw their -conclusions, many times, regarding the quality of work in the school -largely from the appearance of written work. - -Pupils who have persistently followed the drill until it has influenced -their actual writing will soon realize their power: here is the -evidence on paper, the measure of the effort put forth. They have -conquered both mentally and physically. Will not the confidence -established in their own ability be of value to them in mastering other -subjects? What gives more pleasure, self-respect and encouragement to -persevere than the conscious knowledge of skill? This consciousness of -power and skill is a tremendous educational force and one that should -receive constant recognition with reference to penmanship. - -Many are the pupils who have great difficulty in gaining book lore, but -who find the manual arts attractive. To such the consciousness that -they can do even one thing well is a powerful inducement toward the -mastery of something less attractive. - -Pupils learn before they finish the elementary school that proper -conventions must be observed in order to preserve social order and -relations. When these conventions are overlooked to a great extent in -writing, pupils are not gaining the most that the subject has to teach -them. When irregularities become noticeable a check should be placed; -otherwise the habit will become strong enough to be of great hindrance -in later life. In no subject can a tendency to tear down conventions -be discovered more easily than in penmanship and nowhere can we better -impress upon pupils the desirability of obeying, to a reasonable -degree, the conventional lines which all social beings are bound to -recognize. - -Who cannot recall at least one “bad boy” who has been completely -reformed by some one of the manual arts? Muscular movement penmanship -has many such to its credit. Teachers and supervisors are called upon -quite as much to reform as to form and inform. - - - - -CHAPTER TWO FUNDAMENTALS CONCERNED IN THE PROBLEM - - -THE PHYSICAL TRAINING PHASE - -Pupils who are apt at athletics will easily recognize the purpose of -muscular movement penmanship. They will draw upon former experiences -in the field or gymnasium and compare the value of relaxation, good -posture, rhythm, and continuity of movement. They will recognize that -the same laws of control govern Indian club swinging, field sports, and -penmanship. They will appreciate the fact that to obtain good results -with the pen they must follow with military precision the directions -of the leader. Interest will be doubled when pupils really find -themselves. Many pupils obey the laws of correlation naturally, and -through their athletics they gain control of the muscular adjustment -that operates in the process of writing. - -Adult learners of muscular movement frequently have more difficulty -in relaxing completely than do younger pupils. Often with adults the -habit of bodily relaxation has not been developed along with other -habits, and therefore muscular tension prevails. A leading criticism on -Americans is that we never relax. - -James says: “It is your relaxed and easy worker who is in no hurry -and quite thoughtless most of the while of consequences who is your -efficient worker; and tension and anxiety, present and future, all -mixed up together in our mind at once, are the surest drags upon steady -progress.” - -[Illustration: AT ATTENTION] - -[Illustration: RELAXATION] - -[Illustration: READY TO ASSUME CORRECT POSITION OF ARMS, HANDS, PEN AND -PAPER] - -The mind must be concentrated upon the relaxation of the muscles in -order to get the best results. As writing is feeling passed through -thought and fixed in form, it is very important in writing that the -mind help make the muscles to make movements, just as it helps them to -relax. By putting the muscles in a workable condition at the beginning -of each lesson, great improvement in muscular response will be -observed. Muscular relaxation must be considered seriously if we would -make real progress in muscular training. We all know how cramped and -tremulous the letters are when they are written by a hand that is under -nervous tension. The nerves must be at ease, the pen must rest lightly -in the hand in order to obtain the best results. Teachers who -have not the ability to relax themselves, cannot hope to lead the class -to do so. The tone of voice used in giving directions, whether musical -or strident, has to do with inducing relaxation. The following plan has -proven of value in the class room: - -1. Pupils sit erect in seats, stretch arms out even with the shoulders, -feet on the floor, heads erect, while the teacher counts softly to ten, -with the pupils; at ten, drop the arms to the sides. Repeat six times. -A practiced eye will soon see whose arms are tense. Ask pupils to -become as limber as they would in skating, jumping, dancing, horseback -riding or swimming. - -2. Pupils sit erect in seats, bend forward from the hips, raise arms -over the desk, and six inches from the desk, make a square turn at the -elbow, count ten slowly, drop the arms on the desk; repeat six times. - -3. Pupils sit erect, bend from the hips, both elbows on the lower -corners of the desk, relax, dropping the forearm on the desk; repeat -six times. - -4. Retaining position in paragraph 3 let pupils roll the muscle below -the elbow in a circular manner to a soft musical count, from one to -ten. Eyes should be first directed toward the arm, then away from it, -toward the ceiling. By following the last suggestion, it is observed -that pupils relax unconsciously. All of this drill will be of no value -unless pupils are able to retain a relaxed condition of the muscles -while the writing instrument is in use. Let them take the handle end of -the pen, and prepare for this circular motion before making it. - -5. It will be necessary for the teacher to spend a few minutes at the -beginning of every lesson with one or more relaxing exercises during -the first months of each school year, and later if found necessary. It -is advisable to break the lesson with relaxation exercises if it is -observed that pupils are becoming keyed-up through effort. - -6. Rhythm and regularity of movement are essential. Pupils’ counting -aloud relieves the tension. It may be necessary to lay the pens down -once or twice, for a few seconds each time, during the lesson. Ability -to control the writing arm comes in proportion to our ability to relax -the controlling muscles. Control in the matter of penmanship is a vital -educational factor. Says a well known authority: “Could the school -teach effectively the lesson of self control, we need have little -fear of the results when the product of the system is thrown upon the -currents of the world. What is the most important attribute of man as -a moral being? May we not answer, the faculty of self control? This -it is which forms a chief distinction between the human being and the -brute.” - - -CORRECT POSTURE - -Correct posture while writing is an essential; first, from the -standpoint of health, and again, that we may have free play of the -writing muscles. Proper seating has an important place here. The desk -should be sufficiently high from the seat, so that, when a pupil is -seated and with both arms on the desk, the shoulders should not be -raised. If the desk is too low, pupils will bend in the shoulders -instead of from the hips and the chest will be compressed and the spine -contorted. - -No doubt many cases of spinal trouble are a direct result of improper -seating and unhealthful posture during school hours. Pupils frequently -bend the neck and strain the nerves and muscles uselessly. The hint, -“Heads up” is often a sufficient reminder and will serve to correct -this ungraceful and harmful habit. By sitting almost square in front -of the desk, circulation is not impeded in any way and relaxation will -result more easily. The body supports itself, and must not touch the -desk. The eyes should be fourteen inches from the paper. In order to be -comfortable, the feet must touch the floor. It is within the province -of the manual training department to provide wooden footstools of -simple construction for the small pupils who must sit at large desks. - -With the feet on the floor, body erect, ready to bend from the hips, -chest high, arms hanging at the sides in a relaxed manner, we are -ready for the next step. By placing the elbows at, or near the lower -corner of the desk, raising forearms, then relaxing and dropping to -the desk, the pupils are impressed with the idea that they must keep -the cushionlike muscle on the desk. The elbows may extend beyond the -edge of the desk, perhaps an inch, if this adds to the comfort of the -writer. There should be a right angle turn at the elbow. - -Drill on correct posture should be given frequently until acquired, -several times during a lesson, in fact, while learning. Too many -liberties with these rules will cause trouble later when the next step -is to be accomplished. - -[Illustration: READY FOR WORK] - -With the forearms on the desk, close the right hand; open and close -several times; with the right hand half open, the tips and nails of -the third and little fingers touch the desk. The knuckles of the -thumb and three fingers should be in sight. Every joint is bent a -trifle in correct position of the hand. The two points of contact then -are a large portion of the under forearm and the tops and nails of -the third and little fingers. The wrist should be kept straight and -free from the paper. The side of the hand must not touch the paper. -Slip a card under the side of the hand to test this point. The muscles -that hold the third and little finger in correct positions need to be -strengthened. Pupils are apt to straighten the fingers and bring about -a tension or go to the other extreme and curl the third and little -fingers into the palm of the hand and glide on the knuckle joints. Both -positions strain the ligaments and bear away from, instead of toward, -good control. It is most important that a beginner should watch the -position of the hand. Other mistakes may be rectified gradually, but -correct position of the hand must be established at once. - -The penholder is held by the thumb and first and second finger, -touching the second finger near the root of the nail. The first finger -joints are bent slightly. The first finger rests on the penholder at -least an inch from the point of the pen. The thumb joint is also bent. -The penholder may cross above or below the knuckle joint of the first -finger. The penholder should point half way between the shoulder and -the elbow. Keep the penpoint on the paper squarely, wearing both nibs -equally. - -[Illustration: READY FOR ACTION - -READY FOR PENHOLDING] - -In _Comprehensive Physical Culture_, we find this valuable suggestion: -“In sitting it is necessary to hold the chest up; to guard against -bending forward at the waist line, for this contracts the chest, cramps -the lungs and stomach, and often produces dyspepsia. In sitting, if -one wishes to bend, the movement should be from the hips, but never -from the waist; the knees should never be crossed, for this position, -besides being inelegant and ungraceful, often leads to paralysis by -diverting the blood from the leg through pressure. The one rule to be -observed by the woman who seeks to be healthy and graceful is to keep -the chest active; it should never be relaxed; holding this part of the -body constantly erect gives real poise to the carriage and strength -to the muscles. A fine bearing is of great advantage, for it has a -significance which people intuitively recognize and respect; the person -who comes before us chest raised and head erect inspires confidence. -Other things being equal, the person who elevates the chest constantly -is more self-respecting than the one who habitually depresses it.” - - -CORRECT MOVEMENT - -Pupils must be taught that a line is the product of the motion used; -“that the motion preceding the contact of the pen to the paper must be -in the direction of the line to be made, and that some letters being -more complex than others, less speed should be used.” For example, the -straight stroke exercise is essential as a beginning step in movement -application because it not only stretches the muscles, but correctly -done it teaches direction. Movement that prepares for the straight -stroke exercise is best obtained by taking correct position and pushing -the first finger to and from the center of the chest with the third and -fourth finger nails gliding on the desk and forming a movable rest. -The wrist must be kept free at this time, and the forearm moves on the -cushionlike muscle below the elbow. We base the direction or slant of -down strokes in letters later upon this straight stroke exercise. If -the ovals, the next exercise in order, take an incorrect slant at any -time, return to the practice of the straight strokes as a corrective -means toward the proper slant. - -Pupils must know that the direction of movement is one of the chief -essentials, and that before they can possess ability to produce -properly proportioned forms they must develop their movement in the -proper direction. They must be led to understand that the mere free and -easy action of the arm in any direction is not necessarily a movement -that can be used in writing. - -To insure against too slow a movement it will be necessary to use some -measure for time. Counting is a good means of regulating the movement; -it keeps the class working enthusiastically together, and gives an -idea of how fast to practice. One count should be given for each down -stroke. The count, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; 1, 2, 3, 4, 5, 6, -7, 8, 9, 20; 1, 2, 3, 4, 5, 6, 7, 8, 9, 30, etc., to one hundred is -advised for straight strokes and ovals. All pupils counting in concert -with the teacher at the rate of about two hundred down strokes per -minute is effective, as the oral count relieves the muscular tension -that is apt to prevail at this time. Insist that every arm move from -the shoulder and that each pupil feel correct movement and observe his -own arm. It is advisable to use the watch, and time pupils daily on a -part of all drill work. If the count be too rapid, nervous spasmodic -movements will result; if too slow, the fingers or wrist joint will be -apt to act, and finger movement will be the result. A steady rhythmic -beat is essential, to tone down the speed of the nervous and erratic -and inspire the slow ones into more rapid response. - -There is a subtle influence in the sprightly musical count as well as -in the conversational count, such as “round, round, round,” or “light, -light, light,” to induce proper width to a narrow oval, or lightness to -a heavy line. A mistake that is fatal to early progress is frequently -made by allowing pupils to take the pen in hand to write before -automatic movement is gained. Much drill on relaxation and study of -the writing machine and attention to rhythm work at the correct speed -is necessary at the beginning of each lesson, to make for automatism. -Sufficient speed to discourage finger and induce muscular movement must -be insisted upon at all times. - -At this point it will be observed that pupils vary in regard to -their ability in the use of free movement. The group plan meets this -difficulty very successfully. Some allowance must be made for new -pupils, those habitually irregular, and for the slow pupils in rooms -where children have not been segregated for ability. - -When all is done that can be done by the class plan to make pupils -understand relaxation, posture, and motive power, we find that there -will still be some who have not made sufficient progress to advance. -The important question is, when are these pupils going to have an -opportunity to learn? How can encouragement be offered to those who -have done well, and at the same time continue repetition of what is -necessary with those who have accomplished but little? - -The group plan is advised by many successful teachers. Assign pupils -who have done well and who can practice in the right way to seats at -the left of the room (“A” group) as the teacher faces the class, it -being understood that those who prove themselves unworthy of being in -the “A” group will have a place in the “B” group. After the segregation -is complete and the plan under way it will be well to keep a check on -the “A” group; some pupils forget quickly when left to themselves, -while it develops independence and pride in others. The “B” group will -occupy the rows to the right of the teacher as she faces the pupils, -and by stepping to the extreme right side for the survey every hand may -be seen while at work. The members of the “B” group understand that -they are there because they need special help, and will be promoted -as soon as they learn the lessons already mastered by the “A” group. -At the beginning of every lesson a careful but brief review will be -necessary of the points that the “B” group is expected to learn. The -entire class should give attention at this time. - -The “B” group is still preparing with the handle end of the pen while -the “A” group will be actually making lines. Economy of time should -be studied, or the period will be wasted; both groups must be kept -busy all the time. The same count will answer for both divisions. -Occasionally it will be well to give the “A” group a certain amount -of work to accomplish and to note if it is done within the right time -limit. They are to compare carefully with their models and also to work -for improvement in the product without special instruction. The “B” -group will not make so many exercises but their posture and movement -will be growing stronger every lesson. In order that they may not -become discouraged, it is well to let them make some of the exercises -each day but the greater part of the time should be given over to rapid -changes of relaxation, posture and movement until these essentials are -thoroughly ingrained. The “B” group will be greatly helped by working -at the board, to the same count that the “A” group uses at the seats. -Once during the lesson allow the “B” group to rest and watch the “A” -group work. The pupils in the “B” group will not cover as much subject -matter as will the “A” since it is composed of the new pupils and those -who have the greatest difficulties. No pupil should be promoted to the -“A” group until he assumes correct posture in all written work and can -make ovals, straight strokes and short words with correct movement. He -must prove his ability as an independent worker and show reasonably -good results in order to be considered an “A” pupil. - - -VISUALIZATION OF LETTER FORMS - -It has been said, “The three arts of education are seeing, reading, -thinking. The boy who learns to see is awakened; the boy who learns to -read is enriched; the boy who learns to think is emancipated.” Why does -not an artist always make a desirable and pleasing picture? Perhaps it -is because he does not see the subject correctly or to advantage, or -perhaps he has not mastered all the mechanical difficulties. It is for -the teacher to decide whether all has been done that can be done to -assist the pupils to see the model letter form correctly. Perhaps there -exist mechanical difficulties in posture and movement that prevent a -free execution of the letter form that may exist in the mind. - -Pupils should understand that they are to educate the head and hand -together. Concentration on correct forms goes hand in hand with -practice. Some pupils have greater aptitude than others toward -perception of form; it is certain that the hand will not learn to -reproduce constantly a form that has not been fully and entirely -idealized by the mind. It has been discovered that human beings -vary greatly in the completeness, definiteness, and extent of their -visual images. Pupils should be impressed through as many sense -channels as possible. Some learn through explanations, others through -demonstrations at the board, still others by working at the board -themselves. Out of this variety of impressions each pupil will find the -one that is most lasting for himself. Every penmanship teacher should -recognize this principle of multiple impression. - -Mental pictures are what we mean when we speak of “noticing” things. -We think we are noticing all sorts of things during our waking hours; -as a matter of fact, we recognize fewer things than we suppose. Ask a -pupil to describe any familiar object and prove this statement. If you -point out the various characteristics he will quickly see them, and -will be likely in future trials to see them; but if left to himself -he would need a great deal of time to become familiar with the main -features. Frequent review of model letter forms is necessary, for it -keeps our minds fresh and helps to reveal new and hitherto unthought-of -aspects. Each view well considered, then put aside, freshens us for -the next one. We are thus led to make trials and discover relations -which otherwise would remain hidden. Many pupils, for the most part -unsuccessful, never get so far as that. Many who fail believe that they -have seen all there is to see, take up something else, or do nothing. - -Pupils may be led to observe the forms of letters and their common -characteristics through variations of common principles. To illustrate: -many letters are modifications of the oval exercise, near or remote. In -almost every writing system on the market we have four, the O, A, C, -and E. Modifications of the straight stroke are more numerous still; -then we have letters that show a combination and modification of the -two exercises. Pupils should be able to see and describe just which -stroke gives slant and character to the letter. There is a striking -analogy in the beginning, ending, and width of many of our letters. - -Very rarely is the image the exact reproduction of the percept; it -differs in distinctness, outline, detail, and sometimes even in most -important qualities. Look at the model letter, close the eyes, you will -still see the form. Retentive and reproductive powers are at work, -while the image is in process of formation. Form perception, and other -mental pictures than what we are striving for, are present and act upon -and modify present percepts. - -Let the room be quiet, so quiet that there is nothing to distract. -Require the pupils to lay their heads on the desks, shut their eyes, -and rest, not for long, for fear of day dreams. Without allowing them -to awake from their playsleep, picture in brief vivid statements, -without repetition, or unnecessary detail, the parts of a letter. Raise -the heads, open the eyes, take pens and ask pupils to reproduce a -picture of the letter just described. - -In effective visualization certain conditions must be fulfilled. In the -first place the exposure must have lasted for a sufficient length of -time, very much as is required in photography. We can gain no mental -picture of things where the exposure is too brief. - -A careful study of letter forms must engender the habit of observation -and knowledge of the difference between accuracy and vagueness. Since -penmanship is one of the manual arts it will be executed definitely -right or definitely wrong. Chamberlain on the value of manual training -says: “The more accurate the work in hand, the less likely is doubt -and uncertainty to play a part. In grammar and history a mistake upon -the pupil’s part may easily pass unchallenged. The student glides over -an error unconsciously or without intent; and even the teacher may not -detect the fault. In a word both the teacher and pupil are likely to -be deceived. In the shop or in the cooking room it is quite different. -Be the box too short, the metal too thick or too thin, the joint too -loose, the basket askew, the stitches uneven, or the ingredients -improper in proportion, little doubt need enter the pupil’s mind as to -the rightness of his work.” - - -PRACTICE - -A few years ago Dr. Gulick laid down the following hints on training -for the boys in their athletic work in New York City: - -1. Always warm up slowly and cool off gradually when finished. - -2. Stop practice when you are exhausted. - -3. Dress lightly for practice or competition. - -4. Practice regularly, a little each day if possible. - -5. Have regular hours for eating and sleeping. - -6. Don’t smoke. - -To a person who has the correct perspective on the penmanship habit -the application of the hints enumerated will seem quite reasonable. -To train in any line, one must practice. Repetition is necessary, and -the time element essential, as it takes many efforts to accomplish the -desired end, good penmanship. The muscles to be trained are large, and -the conventional forms are small. - -With a little forethought and planning the practice period may be -varied, live and interesting. Everyone must learn, sooner or later, -that much discipline may be gained by keeping steadily at work not -interesting in itself. James says: “We have of late been learning -much of the philosophy of tenderness in education; ‘interest’ must be -assiduously awakened in everything, difficulties must be smoothed away. -Soft pedagogics have taken the place of the old steep and rocky paths -to learning. But from this lukewarm air the bracing oxygen of effort is -left out. It is nonsense to suppose that every step in education can be -interesting.” - -Thoughtless practice might much better be left undone. There is no -use in trying to excuse careless work to oneself with the thought, -“I won’t count this time.” Each careless stroke is being registered -though we do not count it; for nothing we ever do, strictly speaking, -is ever wholly blotted out. Paths frequently and recently trodden are -those that lie most open, and those which may be expected most easily -to lead to results. - -The first practice may be difficult, for the nervous and muscular -systems have a new lesson to learn. The second and third trials will be -easier, for the body has begun to recognize what lies before it. The -following attempts will steadily become easier. A path means economy in -traveling. The muscle should work with a fatalistic steadiness; if so, -the result must necessarily be work done in a clean and finished manner. - -[Illustration: READY FOR DRILL] - -To be concrete, let us presuppose a thirty minute practice period in -muscular movement penmanship, under fairly favorable conditions. The -desk should be adjusted for physical comfort. The light should come -from the left side. Loose sheets of good quality paper eight by ten -and one-half inches in size, with three-eighths inch spacing should be -furnished. At least two sheets should be placed under the one being -used, that the penpoint may be saved extra wear. A fluid ink that -flows freely is best. A coarse, flexible pen, blotter, and ink-wiper -complete the list of supplies. It is assumed that the adopted manual -containing instructions and model letter forms is always on the desk -for reference during the practice period. - -Our first aim should be to get the mind and muscle into action. To this -end at least two hundred two-space straight strokes or the same number -of ovals should be made in one minute. Secondly, this will assist in -the form building of the letter to be mastered, which let us assume is -the capital O. A light smooth line will be obtained by limiting the -amount of ink. Make at least two hundred strokes with one dip of ink. -Correct speed will be best obtained by requiring the time limit in all -drill work. Correct slant should develop as a result of the correct -teaching of the straight stroke exercise. - -Having done this preliminary drill we are now ready to consider the -second point of the lesson, namely, the making of the letter O. The -first consideration is the general form. By comparison with the model -we find a striking analogy in width and slant, to the form of the oval. -The ending stroke and the points that characterize the letter must be -observed, and lastly, the size is to be noted. Close the eyes a moment -and see if the image is fixed. Prepare to write by using the handle -end of the penholder until the right rhythm has been established by -counting one, two, for the first O; three, four, for the second O; -five, six, for the third O; seven, eight, for the fourth O; nine, -ten, for the fifth letter of the group. Five “make believe” letters -is the result of this count; we can easily make three groups of five -each, across the page. Time consumed will be one minute for sixty to -seventy-five letters. When the muscular adjustment is perfected through -this preparatory motion, then, and then, only, are the pupils ready to -write. Write and compare with the model, time and again. If the letter -has been visualized correctly, each child will be able to criticize -his own work effectively. Glaring errors should be pointed out first -and remedied. Work on this letter might occupy the main portion of the -writing lesson for many days before passing to another letter form. - -Any class that has been drilled correctly on the ovals, straight -strokes and capital O should be able to apply the movement acquired -to a short word and this perhaps forms the most important part of -the lesson. For example take “Omen,” spelling the letters aloud, -capital O-m-e-n. Words so dictated should be executed by junior high -school pupils and adults at the rate of at least fifteen to eighteen -per minute. This will prevent any possibility of a return to finger -movement at this time. Dictation of letters is quite effective with -slow pupils. The application of movement to a word, at the close of -each lesson, will lead the pupils quite unconsciously into a better -movement of all written work. Here they get the help along the lines -necessary to steady and modify the movement, and a chance to get into -the swing of actual writing without too much thought as regards the -content. Such drill serves the same purpose in penmanship that scale -practice does in music. The writing of words at the close of each -lesson serves as the connecting link between the theoretical drill work -and practical writing. Such daily drill work as just suggested at the -close of the writing lesson will effectually eliminate the sharp line -of demarcation between the drills and “real writing.” In a short time a -list of words will be the result, and these with others may be combined -into sentences. The supplementary words given should incorporate -all the small letters of the alphabet; the one-space letters first, -thirteen in all, then the loops above the line, _b_, _f_, _h_, _k_, and -_l_; loops below the line, _g_, _j_, _y_, and _z_; and lastly, those -irregular in height, _p_, _t_, _q_, and _d_. A fair allotment of time -for the above suggestive plan would be five to ten minutes on ovals -and strokes; ten to fifteen minutes on the letter O; and five to ten -minutes on the word-practice. - -The group plan seems to be the only logical method of reaching all -pupils with the instruction necessary to their peculiar needs. The -advanced group will be learning to act independently, while the other -will be learning basic principles. Friendly criticism and rivalry -should be fostered, by comparing the method by which results were -obtained. Let one group watch the other work. Let the group watching -count for the other and change about. Generally, the entire class work, -if any, should be posted, unless it be known that a certain page is -posted because of its special merit. Pupils should be taught at the -outset that team work in a drill subject is what counts and should -take proper pride in good work as a class. Every class will produce a -few good writers. In many schools a new lesson is not taken up before -seventy-five per cent of the pupils have accomplished the preceding -lesson well according to standards previously agreed upon. It is -often impossible for all members of a class to attain perfection in -penmanship. We do not demand that in other subjects. - - -APPLICATION OF THE CORRECT HABITS TO DAILY REQUIREMENTS - -The muscular movement writing habit should become automatic when pupils -have developed enough skill through exercises to apply the movement -consistently to all written work. The best skilled teachers might give -a lesson daily in any grade, but unless the principles inculcated -during that lesson are followed conscientiously during the remaining -periods of the day the gain will be slight. If time is allotted for -practice the result is surely worth applying to all written exercises. -The Committee of Fifteen appointed to investigate the coordination of -studies in primary and grammar grades propounded the question, “Has -penmanship distinct pedagogical value?” The following is one of the -best answers: “Penmanship as an art is but pen drawing, as a factor in -education it should be taught more frequently in connection with other -studies. Both penmanship and drawing suffer much from their isolated -position in the school course. We therefore need to teach writing while -teaching other subjects and the reverse.” - -In grounding the movement application habit we may well follow these -maxims: - -First, focalize the attention of the pupils on the habit to be -acquired. Teach definitely relaxation, posture, movement, and -visualization. - -Maxim number two tells us to suffer no exception to occur until the new -habit is firmly rooted in our lives. - -Number three calls for frequent repetition. We must therefore give -daily drill on the points that go to make up the correct writing habit. - -Fourthly, “Don’t preach too much.” Lie in wait for the practical -opportunities, and get the pupils at once both to think and to act. -Such opportunities are never lacking, since so many lessons are -conducted through the medium of the pen. - -Lastly, keep the faculty of personal effort alive by a little -gratuitous exercise every day. After a high degree of perfection has -been reached it is maintained only by the follow-up system of daily -effort directed toward the retention of the habit. - -The habit of movement application demands vigorous and continued -effort; the exertion may possibly be so great that the pupil is -temporarily more discommoded than by his former habit. If the wise -course is pursued the old disability will vanish, a new path will be -made in the brain, and application of movement will be established. - -The main problem with every teacher is how to assist pupils in linking -up the principles that have been mastered, namely, correct posture, and -movement applied to drills and short words with the practical writing. -The drill on short words will prove as valuable as any other part of -this theory work. By the laws of association, pupils will connect the -muscular sensation of the short, rapidly written word, with what is -required when a variety of longer words or sentences is dictated. - -At the beginning of every lesson in which writing is used as a vehicle -for thought, attention to the correct habit will be the means of -setting many pupils right, and of increasing from week to week the -number of those who do all writing with muscular movement. Finally, -all incorrect movement will be eliminated, and we may then return -to visualization. A proper balance must be preserved in regard to -seeing and doing, or our results will be one sided. When a pupil -“finds” himself with reference to the application of movement problem, -attention may be almost equally divided between retention of that -movement and form building. By the time form is established movement -will be second nature, and with a little continuous practice will never -be lost. - -It is time to require all written work to be done with muscular -movement when pupils can make good two-space ovals, four hundred across -an eight inch page, and straight strokes in the same manner; have -visualized one capital letter and can make it at the right speed per -minute, for example, sixty to eighty O’s per minute; and can write -short words such as “men” and “mine” with correct movement, in correct -posture, and within the correct space limit. An easy way to begin is to -require application to the subjects where the mind is least concerned -as to the content, for example, the spelling lesson. - -If pupils have been taught to turn the searchlight of investigation -on their own habits they will be entirely conscious of the feeling of -mastery that takes possession when muscular movement becomes automatic. - -Those who have not thus succeeded should look well into the basic -principles of relaxation, correct posture, and movement, especially -as applied to letters and short words. Study the hand and arm in its -preparatory motion while working at the correct speed. Care should be -exercised that there be no movements of the joints of the wrist, thumb -or fingers. Alternate the preparatory motion with writing until the -sensation of mastery prevails. - - - - -CHAPTER THREE THE GENERALLY ACCEPTED SOLUTION: MUSCULAR MOVEMENT - - -CONSERVATION OF HEALTH A PRIME FACTOR IN THE SOLUTION - -Truly, necessity is the mother of invention. At the dawn of the present -commercial age, the finger movement and even the slightly improved -combined movement were forced to give way to some method more rapidly -executed. Whole arm movement also proved inadequate. The method that -has made the commercialization of penmanship possible is that of -muscular movement. By this method only are the fingers relieved from -furnishing the power which should rightly come from the large muscles -of the arm. Muscular movement, as applied to writing, is a rotary -motion with the large muscles of the forearm for a center while the -fingers, though not held rigid, are not permitted any movement of their -own. This movement takes place from the shoulder, the pivotal point, -with the weight of the arm resting on the desk. Muscular movement -method does not emphasize prescribed forms so much as proper method of -execution. - -It is no special wonder that the leading educators of the day are now -investigating penmanship. Changing from the slant to vertical, and now -again to the slant, what is the average teacher to conclude? What shall -she teach indeed if she is convinced at all regarding any system of -penmanship, or is qualified to teach any method? - -The person who makes practical use of penmanship, the one who uses it -to help him earn his daily bread, points the way. It matters not if -he calls it muscular movement or if he ever saw a penmanship teacher. -Watch such a person and observe his method. Observation will reveal -that practically all use what we term a muscular movement slant method. -It takes the practical person only a short time to discover the method -that will best conserve energy, economize time, and, above all, lead -to writing which will prove readable and attractive. It is a method of -such character as fulfills all necessary requirements and thus proves -the useful tool. - -Because we are a practical people, the public is now looking forward -to results from the formal writing lesson. Teachers should expect the -same degree of excellence to come from penmanship instruction as from -correct teaching of mathematics, history, reading, or any other subject -in the curriculum. - -It has been remarked many times that commercial schools and business -men have put the stamp of approval upon the muscular-movement-slant -method rather than upon any other. The reason is obvious. In fact, -commercial schools have been the missing link between the oft-times -theoretical public school and the actual business world. Commercial -schools have found it possible during their short course of six or -eight months to give our elementary school pupils an asset that the -public schools have failed to bestow in as many years. - -With the present day crowded curriculum it has been found necessary -to adopt some method by which the time consumed in the preparation of -the written lessons might be shortened. Again muscular movement slant -method came to the rescue, this time to the elementary school pupils. - -There is a certain amount of energy available in the nervous system. -Discreet use of this energy is a lesson dearly bought by many. The -automatic writing habit conserves energy and prevents diffusion of -effort. In writing one’s thoughts, the mind should be occupied only -in rendering the thought into correct English. To be truly useful the -art of writing must finally be done with the muscles and not with brain -energy. That we may save any draught on the intellectual power we -should be entirely unconscious of the execution of the forms. - -Men are constantly at work in the business world devising schemes -whereby energy and time may be economized. Cannot the schools do their -share in this great scheme for the betterment of humanity? We should -teach pupils an energy-saving manner of expressing themselves upon -paper. How much useless nerve force is applied daily by pupils of all -ages in forcing the pen along with the fingers in such a way that it is -only less painful to the observer than to the performer? Why not try -to assist in ending this useless waste of energy in the school world -by directing a reasonable amount of energy into the correct channel? -How much of our energy is misdirected daily when we should be making -it our ally? We should fund and capitalize all energy, and at last -live at ease upon the interest. The more details we can hand over to -automatism, the more our higher powers of mind will be set free for -greater work. - -Children are the nation’s most valuable asset. Vision is the first -faculty in order of importance. How can it be best conserved? A proper -regard for the future usefulness of the eyes of the pupils requires -that a departure be made from the method now prevalent of demanding so -much written work. A keen observer who realizes the true nature of a -child will postpone the requirement of written language and fine print -reading until a time when the more delicate eye muscles are properly -developed and able to stand the strain. Muscular movement writing makes -conservation of vision possible because it demands first, last and -always, correct posture and proper lighting. - -Nearsight is frequently brought on by straining the eyes to see -objects, and especially small blackboard writing, at a distance. Light -shining on the board causes a glare, and when pupils are sitting so -that the work on the board is seen at a trying angle the result is -harmful to the eye. All work placed on the board during a penmanship -demonstration, or at any other time, should be executed large enough -and with lines so bold that pupils in the rear of the room may see it -plainly without eye strain. - -Correct posture while writing precludes a tendency toward curvature -of the spine, and also saves the eyes unnecessary strain. Numberless -people sit and write more hours than they walk or ride. Who would -presume to question the value of correct posture while walking, in -its relation to good health? We are painfully inconsistent, when the -writing habit is in operation, with regard to many of the laws that -make for good health. - -Only as we work toward the saving of energy for ourselves and others -are we keeping step with the progressives who are teaching conservation -from the kitchen to forestry. Surely our aim should be the greatest -accomplishment with the least expenditure of energy. - - -ECONOMY OF TIME A RESULT OF THE SOLUTION - -Second only in importance to conserving the health by economizing -energy through muscular movement is the time saving element. People -who would recoil from ordinary thieving are often guilty of dishonesty -of a kind that is closely akin thereto. We joke over our own poor -handwriting and moan over that of our friends, yet we would be greatly -startled were we actually to compute the number of priceless hours -wasted every day by busy people trying to decipher illegible writing. -Not only time but temper as well is destroyed. Quite as painful, only -less annoying, to the economist of time is the accurately drawn script -that we know consumed fully three times as much time as should have -been required for its execution. - -In many schools we find that the method of executing written lessons is -not equal to the need. Then also, we have pupils taking several times -as long as should be required for written spelling or composition. -Muscular movement will reduce several fold the time necessary for all -written work and the benefits will not end there, for better quality in -the content will result. The pupil will be left free to dictate and the -hand will obey quite unconsciously. - -We constantly hear the plea, “We cannot teach writing; we have not the -time.” Would it not be well to make some computations at this point? -Compare a class or school that uses a good muscular movement, acquired -through a formal writing lesson of from twenty to thirty minutes daily, -with a class in which penmanship is hit or miss. The latter irregular -habit always results in an irregular slant and finger movement. Judge -then if it would not be well to teach pupils to save time. We carefully -consider how to minimize waste of energy in a machine. Is the human -machine of less importance? - -Since penmanship is used largely as a vehicle for expression to convey -the mental product to others, is it not reasonable that we employ the -easiest and speediest method of transportation? It is convenient to be -master of a method that can record thought as fast as the mind shapes -it. The right method will aid thought, not impede it. - -Henry Maxwell, as a workman, began to study the length of time he -required to each part of a job. He kept a record and studied it. He -then busied himself seeing where he could cut down all unnecessary -strokes. He found that on a certain six hour job all but two hours -and forty-seven minutes were consumed by bad planning, poor tools, -and needless movements. Maxwell, as a master craftsman, is one of the -all too rare people who are setting things in order. Everything can -be provided more easily as a result of the work of a man like him. He -opens up the possibility of leisure through the saving of labor. - -Assuming that not more than five or ten minutes were saved by the pupil -during each written lesson, think of the total saving per day, per -week, per month, not to mention the saving of time to that same man or -woman when his school life is over and school of real life begins. - - - - -CHAPTER FOUR PREPARATION OF THE TEACHER - - -THE TECHNIQUE OF THE SUBJECT - -To fit oneself from year to year for the ever increasingly difficult -task of teaching is a serious problem. We are to some extent -compensated in a material way; our chief payment, however, is in -the consciousness that through newly acquired knowledge our methods -are improved, and the reflection is mirrored in the quality of our -work. That methods presuppose a knowledge of the subject matter, is -necessarily as true in the science of muscular movement penmanship as -in other subjects less homely and less practical. The indispensable -accompaniment is inspiring instruction suited to the inculcation -of the proper habit on the part of the class. Too often we forget -that anything that is worth possessing is paid for in strokes of -daily effort. By neglecting the necessary concrete labor, by sparing -ourselves the daily effort, we are standing in the way of obtaining the -desired final results. - -All will agree that results speak. Shall we not then be repaid for -our trouble when pupils mirror the reflection of our labor? Having -personally mastered the difficulties of the subject, the teacher and -supervisors are aware of the pitfalls which await the pupils. Only then -do we cease to be theorists and become capable of demonstrating the -truth of our methods. Uniformly good results may be obtained in almost -any class if proper instructions are followed. If we are not obtaining -good results in the product our methods are at fault. Could a teacher -without knowledge of reading or of numbers devise suitable methods for -presenting reading or numbers? Surely, the teacher cannot teach that -which he does not know, be the subject penmanship or astronomy. Neither -is the ambitious teacher content with a partial knowledge of any -subject. Unless intensive knowledge of a subject obtains, no teacher -will be able to follow successfully second hand methods. - -It is significant that the Normal Schools require their graduates to -qualify in the useful art of practical penmanship. Many teachers have -found that the correspondence method is well suited to and fulfills -their needs for a complete penmanship training. Universities now offer -summer courses in penmanship. Supervisors frequently give weekly drill -classes for unqualified teachers upon which attendance is obligatory or -optional. It is the regret of many of our best teachers who have been -in the service for some years that they did not have opportunity or -were not required to qualify in penmanship earlier in their educational -career. Unless an inexperienced teacher knows how to teach intuitively, -ludicrous blunders will be made. If knowledge be lacking regarding any -branch, the quality of the young teacher’s work will be still less -desirable. The everlasting _how_ will confront the teacher every day, -and each time it will be necessary to find an answer. - -It is unfortunate for our schools that so many teachers feel that they -can succeed in teaching penmanship without themselves knowing how to -write. To know only the first few principles will not be sufficient, -though they are not to be underestimated. To complete the structure -we must build upon the firm foundation of first principles a crude -but proper framework. When this is firmly reinforced, we put on the -finishing touches. Many do not get further than the foundation; others -stop at the next important stage, the crude product; while others who -are persevering work to the end and have the satisfaction of enjoying -the beautiful structure complete. - - -THE ABILITY TO SECURE RESULTS - -There are few successful teachers who are not good psychologists and -who therefore do not know the process by which growth is secured. -Knowledge is the cornerstone of the foundation. However it is not -enough that we know the subject which we are to teach; we must have the -ability to impart knowledge that the self-activity of the pupils may -induce growth. - -All teachers are not endowed alike with this wonderful gift. It is -also a truism that to realize one’s shortcomings in this direction is -the first step. If the pupils are not interested, and response cannot -be obtained, let us look for the direct cause in the teacher and for -the indirect cause in the supervisor. The far seeing teacher will aim -to surround the penmanship lesson with the proper atmosphere at the -outset. As pupils are more interested in seeing what is done than by -abstract explanation, a few skillful and telling strokes at the desk -or on the blackboard will serve as a much greater inspiration than for -the pupils to come into the room and sit before a model that has been -executed while they were out of sight. - -Skillful questioning and holding the entire class for answers is -of great advantage when visualizing letter forms, and again when -criticising and comparing results. The laws of cause and effect operate -in penmanship as surely as they operate elsewhere. What is the cause -of incorrect slant, a heavy stroke or a careless form? Pupils who know -how to think may be put on the right road by being taught to criticize -their own work. - -It is one thing to impart the knowledge one may possess of correct -execution; the obtaining of results is quite another. Many a teacher -has been greatly discouraged when a view of the results was obtained -because close observation revealed that pupils had not comprehended the -idea which the teacher intended to convey. Let us adopt new methods or -modify old ones until desirable results are obtained. The pupils are -placed under our care that they may have an opportunity to gain some of -the knowledge and skill of which we, as teachers, are supposed to be in -possession. - -The best proof that the imparting has been clear, logical, and -effective is in the quality of the results so easily observed in the -penmanship class. Every lesson is a new record of what has already been -grasped by the pupils or a presentation of something new, or better -still, a combination of both. Enthusiasm is one of the most essential -points to be gained by the class. It must actually be experienced -before it can be imparted to the pupil. If it is not felt by the -teacher the next duty is to induce it by look and act. - -The unconscious influence of the teacher cannot be measured. With -pupils, teachers are more than ideals; they are realities. The -personal influence is more lasting than the particular system that -is taught. A competent teacher must be the master of the situation. -Little inspiration can be created by the timid teacher. Originality, -individuality, attractive personality, courage, confidence, ease of -manner, firmness, tact, initiative--these are desirable assets for the -penmanship leader. Such a leader has a ready following. - -A penmanship teacher must balance enthusiasm with tact, system, and -resourcefulness, and be ever on the alert to discover the individual -needs. Tact plays a very important part in penmanship instruction for -by the exercise of it we are led to say and do the right thing at the -right time. - -True, we get no more out of this subject than we put into it. Let -us be more pedagogical in imparting this subject. Let us outline a -penmanship lesson as carefully as we would other lessons. The result -will justify the labor. - - -THE PENMANSHIP PERSPECTIVE - -Penmanship is entirely too isolated, and the value of cooperation and -correlation are not sufficiently recognized. Young America demonstrated -this perfectly when at the beginning of a written spelling test he -asked if he should write it with muscular movement or with his “real -writin’.” To him the drill that was supposed to make for the correct -writing habit had not taken hold. He failed to associate the practice -method with practical work. Again, great tact must be exercised in the -attempt to correlate the penmanship with other subjects, lest in an -unguarded moment a teacher may tire the pupils and thus defeat the much -sought-for end. - -Colonel Parker says: “The present trend of study, investigation, and -discovery in the science of education is toward the correlation and -unification of educative subjects and their concentration upon human -development. All subjects, means and modes of study are concentrated -under this doctrine upon the economization of educative effort.” - -Persistence on the part of the teacher is absolutely essential, for -pupils will forget and must be constantly reminded. If on all occasions -the teacher of English or other subjects will bring a due amount of -pressure to bear upon the class during all written recitations and take -the proper share of responsibility, good results will be rapidly noted. -On the other hand, we should have scant respect for the penmanship -teacher who habitually uses poor English and who is not pedagogical in -the presentation of the subject. - -Since it is common to evaluate subjects in terms of credits, would not -a system of daily credits in writing tend to dignify the subject? Would -not this react upon the pupil in a desirable way? As the matter now -stands in many schools no credit is given to encourage; only complaints -are heard when the work is not up to standard. - -We do know that all pupils who enter the commercial department of our -public schools soon take it for granted that penmanship is a part of -their stock in trade. The laws of necessity are plainly followed. These -pupils have credits for penmanship. - -In the requirements for good penmanship, consistency should be -shown from the lowest to the highest. The closest cooperation from -the superintendent down to the first grade teacher is urged. Set a -standard, and bring the pupils up to it, as is done in other subjects. -One grade teacher may teach well, another poorly or indifferently, and -thus the pupils are passed along. The school system where this prevails -may be compared to a chain with now and then a weak link. Unless there -is unity and cooperation among teachers the subject suffers greatly. -The right kind of supervision is helpful, but it cannot accomplish all -things. Not infrequently we hear the remark, “I am not the penmanship -teacher; Miss So-and-so teaches all the penmanship.” Our “second -speech” is too important a matter to be left to one person unaided. -Upon whose shoulders shall be placed the responsibility? If a school -does remarkably excellent or noticeably poor work in any subject, whose -is the reward or the blame? - -The proper attitude of the Superintendent and the principal will go -far to popularize any subject, penmanship no less than any other. This -attitude will be reflected unconsciously upon the teacher, and the -pupils will be quick to take the cue. - -How often is the muscular movement writing supervisor told by the -boys in particular, “My father writes that way.” The right attitude -is established immediately because the boy sees the relation of the -school to a practical need. In fact, parental influence is a factor to -be reckoned with in penmanship and the thoughtful teacher will do well -to inquire into the attitude of the parents toward this useful art. -Many times it means leverage for the teacher. In case the pupil is old -enough to realize a motive for improving, the influence of the teacher -alone may be sufficient. On the other hand, the boy frequently decides -to follow the occupation or trade of his father, without regard to -capacity or aptitude. Vocational guidance is essential. - -In the consideration of this subject, by parents, superintendents, -principals, and teachers, let us not forget that we are living in a -rapidly changing age, that we should ever be on the alert to study the -present day needs, and that an open mind is essential to progress. - - - - -CHAPTER FIVE SUITABLE EQUIPMENT AND MATERIALS - - -TEXT - -When the conclusion has been reached that some muscular movement system -should be followed in order to inculcate the best writing habit, it -still remains to select the text. Great care should be taken in this. -A satisfactory text should abound in instructions to be read until -fully understood, and illustrated with a sufficient number of models to -answer all purposes of visualization. The text should be of convenient -size; the drills and cuts should be arranged in a logical manner. The -instructions should be in such simple language that all pupils can -comprehend them. A manual with model forms only for the lower grades -would prove very helpful, the teacher supplying the instruction. First -grade pupils should write on the blackboard, but only from correct -models placed there by the teacher in the presence of the pupils. Many -primary grade educators favor no writing in the first grade except -such as is taught from the board. - -She would be far more than an ordinary teacher who could give a class -of pupils (without the help of a text) the pictures in her own mind in -a sufficiently clear and vivid manner to result in correctly executed -work on the part of the pupil. Surely all reasonable aids should be -given pupils in their efforts to learn penmanship. A good text is as -much needed in this as in any other subject. We should laugh at the -idea of teaching arithmetic or English without the aid of the text; yet -many good school people seem to think writing can be absorbed in some -mysterious manner from more or less indefinite word pictures and a few -blackboard copies done in a more or less skillful manner. - -Again we hear of schools that arrogate unto themselves the right -to change the author’s plan, or to accept it in part, frequently -omitting the most important and vital points. There is no unity and no -consistency in this manner of doing things. McMurray’s question and -answer along this line is pertinent when he says, “What should be the -attitude of the young student toward the authorities that he studies?” -The answer is, “Certainly, authors are, as a rule, more mature and far -better informed upon the subjects that they discuss than he, otherwise -he would not be pursuing them.” - - -BLACKBOARD AND THE USE OF IT - -Much may be said for and against the use of the blackboard. At best, -it cannot supplant the use of the text. To begin with, the blackboard -models are liable to be executed hurriedly and therefore poorly; and -again these models, however correct, are not seen by all at the same -angle. A slate or glass board is to be preferred. This should be placed -low enough for all pupils to reach easily. All wall space, including -that between the windows, should be utilized for blackboard. When -pupils are copying writing from the board the window shades should be -adjusted in such a manner that the pupils’ eyes do not suffer from the -glare. - -Good blackboard writing on the part of the teacher points its own -moral. The teacher has less teaching to do. Pupils imitate almost -every school room procedure from the teacher’s dress and mannerisms -to her writing. Fortunately it is much easier to write well upon the -blackboard than upon paper and no possible excuse can be offered that -will cover poor board writing on the part of either teacher or pupil. - -Good work on the board serves as an attraction to the subject since the -pupils are always interested in seeing the creation of a skillful hand. -It is also indispensable in studying the construction of letters and -the teacher who can execute freely and rapidly at the board possesses -a most valuable asset. When proper visualization has taken place, -that is, when the mental photograph has been acquired by exposing the -lens of the eye sufficiently long, it is well to erase the model or -constructive lines and refer to the models in the text, since these are -what the pupil will aim to approach. All work placed upon the board -should be in exact harmony with the system in use at the writing hour, -since example is more than precept and pupils gain unconsciously by -seeing the correct forms before them. - -[Illustration: BLACKBOARD POSITION] - -Just as we have pictures that exert a correct moral influence hung -in the rooms and halls, and mottoes containing beautiful sentiments -ever before us, so should we place the correct written forms before -the pupil. Again, note the effect of regular written work done in an -incorrect manner! Pupils will be very apt to draw the conclusion that -the models used during the writing lesson and real work are two -different matters. Frequently the grade teacher will apologize to the -supervisor for the appearance of the copy. This does not raise her in -the estimation of her class, but rather calls their attention to her -short-comings. By spending a few minutes daily for a month any teacher -may develop such excellent blackboard work that no apologies should be -necessary. - -Pupils who are discouraged in penmanship will find that good results -may be obtained very easily at the board. They must be taught at the -outset, however, that the movement at the board and that required -at the seat is quite different. Form, rhythm, and slant should be -developed first at the board, as these three points _are_ in common. By -listening to the teacher’s criticism of blackboard results, pupils will -easily become more critical of their own work. - -Points to be observed in a blackboard lesson: - -1. The teacher should be able to make for each pupil a correct copy in -the presence of the class. - -2. Pupils should stand with the left side turned slightly toward the -board to insure slant writing, and prepare to write as high as the -eyes. Make movement for the exercises in the air yet almost touching -the copy first, in order to gain correct size and spacing. - -3. All pupils should write to the teacher’s count or dictation. Require -much concert work at the board. Keep the lips closed and thus avoid -breathing dust from the crayon. Hold the crayon between the thumb, and -first and second fingers, allowing the end not in contact with the -board to extend toward the center of the palm. - -4. Straight strokes and ovals on correct slant will serve as a basis -upon which to build all letters and words. Pupils should step along -with the work as it is executed on the board, and thus keep correct -alignment. - -5. Pupils should be taught to do board work carefully, whether it be a -writing exercise or regular work. Develop all difficult new drills at -the board first. Suppose the class numbers forty; allow twenty to pass -to the board for a ten minute period, if twenty minutes is the time -allotted for a writing lesson. The groups at the seats should be taught -to do the counting for or with the teacher, also to be alert for all -errors in posture, slant and form. - -6. It is very important that the line should be made strong enough that -it may be seen easily from the rear of the room without eye strain. The -writing should be large enough to be seen easily from any point in the -room. - -7. When erasing use a downward stroke. Lift the eraser on the upward -stroke. This allows the dust to drop in the trough; a good signal is, -“Erase,” “Lift,” “Erase,” “Lift,” or “Down,” “Lift,” “Down,” “Lift.” - - -PAPER - -“A workman is known by his tools.” It is as essential that good -material be supplied for the penmanship as that any other department -be well supplied as regards quality and quantity. Not only should good -paper, pencils, pens and ink be used during the formal lessons each -day, but in every lesson wherein writing is used to carry on the other -work. Permit no scribbling, utilize every line, keep paper in neat -folders; thus economize in the right manner, and not by the purchase of -poor equipment, which is an irritation to teacher and pupil alike. The -difference in cost of good and poor material is slight when compared -with the results. - -Paper should be of such quality that the pen will not pick up the -fiber and cause blots. The proper ruling for penmanship paper is -three-eighths of an inch (26 points). Size of letters and space between -letters will be more easily developed by the use of the ruling -suggested than by the use of unruled paper. Only in upper grades where -good work obtains should an attempt be made to use unruled paper for -the writing lesson. Size of sheets for lower grades should be not more -than six by eight inches. Upper grades may use a sheet eight by ten and -one-half inches. Writing on thick tablets should not be permitted. Use -loose sheets of paper, always having the top sheet padded by one or two -extra ones beneath to save wearing the penpoint needlessly. - - -FOLDERS - -Each pupil should have a heavy paper folder in which to keep all -writing material. The use of such a folder saves much time in the -passing of material. - - -PENCILS - -If pencils are used in the first or second grade they should be large, -and cylindrical in form (never octagonal), and of medium soft lead. The -writing period should not be taken up with the sharpening of pencils. -Erasers should not be allowed. Lead pencils are not at best conducive -to movement beyond the ovals and strokes. The use of the cheap tablet, -the bane of the teacher’s life, and the poor quality lead pencil do -much to hinder application of the correct writing habit in the lower -grades. - - -PENS - -A coarse, flexible pen (never a fountain or a stub pen) should be used -by all teachers of muscular movement writing. Pens are dipped in oil -before being boxed; for that reason when taking a new pen it is best to -dampen it and remove the oil. Many a blot will be saved by so doing. -Dip in the ink until the hole in the pen is partly or entirely filled -with ink. When touching to the paper, be sure that both nibs come in -contact, and are made to wear evenly. Each pupil should have his own -pencil or pen, for sanitary reasons, as well as because no two persons -wear a pen in exactly the same manner. After the lesson is ended the -pen should be wiped on a penwiper. Removing the ink, which contains -acid, will cause the pen to last longer, and a clean pen will do better -work than one clogged with sediment. Pupils should never drop the -pen to the bottom of the inkwell in order to get ink; this ruins the -penpoint and causes unnecessary noise. A good penpoint should last -from eight to fourteen hours or longer if properly treated. Inkwells -should be filled frequently. - - -PENHOLDER - -A penholder of wood, or one tipped with cork, is preferred. No learner -should be permitted to use a metal tipped penholder. On account of the -pressure that must be exerted in order to keep the metal penholder from -slipping, proper relaxation of the hand cannot take place. Frequently -the metal rusts or is so heavy that the penholder is a burden to the -inexperienced. - - -BLOTTER - -Each child should be provided with a blotter. It is well to let the ink -dry as the pen spreads it on the paper except in case of a blot. Many -pupils have the habit of taking the blotter in the hand and of giving -the page a series of slaps with it, in quick succession; instead of -taking up the ink this merely blurs the page. The correct way is to -place the blotter on the line, give it an even pressure, and lift it, -never moving it while the pressure is being applied. - - -INK - -Use the best fluid ink obtainable. Ink made from crystals or powder is -less satisfactory. It should be dark blue or black and flow freely. -Bottles and inkwells should be kept closed when not in use. If the air -is excluded the ink does not thicken. Occasionally water may be added, -but great care must be taken in reducing ink that it be not made too -thin. - - -ECONOMY IN THE USE OF MATERIAL - -School boards and officials are generally willing to procure good -supplies if economy is practiced in the use of them. For the sake -of uniformity, and that every child may have an equal chance, it is -advisable for the school to furnish all material for writing. Pupils -frequently do not use proper discrimination in their purchases, when -the matter of supplies is left to them. - -Lastly, it is a mistake to think that good results can be obtained -with poor material. In building any structure that we hope to last a -lifetime we are careful to supply ourselves with the best of material. -This principle applies in rearing the penmanship structure. - - - - -CHAPTER SIX SOME WORKABLE SUGGESTIONS - - -HOW TO STUDY - -Observe the board demonstration. Trace text correctly: Capitals twelve -times, words six times and sentences three times, at correct speed. -Write at correct speed one-half minute, one minute, or two minutes as -required. Compare with models. Test and grade. - -How to study capital letters: Height, three-fourths space high; slant, -same as strokes; width, wider or narrower than single ovals; beginning -stroke, how and where; end stroke, how and where; speed of letter -studied; name a variety of counts and select the most pleasing; analogy -to other letters; name as many points as can be observed that are -peculiar to the letter under discussion. - -How to study words and sentences: Slant must be the same as strokes; -letters must be of uniform height; space between letters uniform and -equal to an oval of the same relative size as the small letter; end -strokes curve upward; beginning strokes start under end of strokes of -previous word; study especially the most difficult letter. - - -HOW TO MOVE AND SLANT THE PAPER - -Check each line for capitals into thirds, place four or five letters in -a third; move paper to the left about two inches at each check mark, -at the same time say aloud, “Move.” At the end of the line say, “New -line.” This should be the invariable rule during the concert count. -This makes for uniformity of slant; it gives the class a chance to -help, and relieves the teacher. In making four hundred ovals, say -“Move,” at each quarter. Slant the paper so that the line written upon -runs from corner to corner of the desk. - -Second grade: Check in middle, and move paper once only. Second and -third grades make two hundred ovals and strokes per line. - - -BLACKBOARD WORK OF THE PUPILS - -(Explained in detail in Chapter Five.) Pupils affected: first and -second grades especially. On Monday all poor writers in any grade work -at the board and perfect the new letters or sentence for the week. -Suggested procedure for any grade: - -Place a model (two in lower grades) for each pupil. - -Demonstrate briefly the letter. - -Class face board, trace with right forefinger, teacher and class -counting. - -Trace with chalk, six or more times. Erase. - -Make drill to count. - -Class criticize and answer questions. - -Introduce simple test lines to prove to class that work measures up to -standard. - -Personal help. - -Upper grade pupils should not spend more than one-half to two-thirds -of the period at the board, then they should go directly to seats and -make the good forms just learned function on paper. In all applied work -at the board, hold pupils equally as responsible for correct forms and -neat legible writing as in seat writing. - -Position at the board: Turn the left side slightly toward the board, -allow left hand to hang or to hold the eraser. Write as high as the -eyes. Use signal, “Stand erect,” “Turn,” “Face,” “Down”; the last -signal to be given when the teacher desires to see all the work at the -board. - -Good line quality is largely the result of working at correct speed -throughout the drill period, for by so doing even pressure is exerted, -and pleasing quality is the result. - -The eraser should be drawn downward from the top line to the groove, -holding it parallel with the groove. This permits the chalk dust to -fall where it should. Lift the eraser and repeat, always drawing from -the top line downward. - - -NAME CARDS - -By the fifth week of school, name cards should be provided for each -pupil. Paste at the ends in front or back of the compendium. (Pasted in -this way they may be easily removed.) Trace names daily at the seats. - -First grade children trace names daily at the board until they can be -legibly written. - - -FIGURES - -Figures are to be practiced daily by making from one to two lines of -the date. Figures are one-half space high in the first four grades, -one-third space high in the remaining grades. - - -ALPHABET - -The alphabet should have a place on the board in each room by the end -of the first week of school. It will prove very convenient if the speed -for each letter is placed near in small figures. New and unqualified -teachers may ask the supervisor to place the alphabet on the board the -first term. - - -ENDURANCE TESTS - -Pupils should be taught to compare their work frequently with the -standard penmanship chart, a copy of which should be on the wall of -each room. In this way they are able to rate themselves for quality. -Before the end of the first term pupils should be able to endure a -dictation of words or sentences for one minute, at the proper speed, -with ease and in good posture and with fairly good forms. The seventh -month should find them able to take a two minute endurance test with -greater ease and better forms. - - -THE “Z” GROUP - -The Z group in first and second grades should receive proper -consideration. Above the 2 B it has been demonstrated that the Z -classes, so far as writing is concerned, are not far behind others in -their work. When necessary, cut the content, lower the speed, repeat -more often your instructions, count more, and expect less perfection in -form. - - -OBJECTIVES IN GOOD WRITING HABITS - -_Good posture_: health, appearance, efficiency. - -_Speed_: For accuracy and efficiency, both practical needs. - -_Spacing_: To relieve the eye, and make easy reading. - -_Slant_: To make writing attractive and easy to read. - -_Neatness_: To further a civic need. - -_Tracing_: To visualize and thereby assist in acquiring correct form. - -_Movement drills_: Ovals for curves, strokes for slant, small letters -for traveling movement. - - -PROGRESS LESSON - -_Time_: Friday or the last lesson of the week. - -_Conditions_: Class must know how to study. Class must work fairly well -independently. Class must have had all drills demonstrated. - -_Method_: Place problems on the board, numbered, not less than two -nor more than four, unless the class is very efficient. Each pupil -starts with No. 1. Teacher passes down aisle, gives a progress check -if work is satisfactory, if not, a criticism. (A rubber stamp marked -“Improving” is very effective.) If checked, pupil takes next drill; if -not he practices the same drill until the teacher comes again. In a -fifteen minute period the teacher can check up the room at least three -times. Those who receive a check every time receive special recognition. - -_Object_: To encourage initiative; to impress upon each pupil his rank -in the writing game; to crystallize the week’s work; to give each pupil -an opportunity for individual help. - - -SEGREGATION - -(Explained in detail in Chapter Two.) The teaching of penmanship is -less laborious and more effective when the poor writers are separated -from the good writers. Many pupils need no individual help, but follow -oral instructions easily. They should be allowed to do so, since -independent effort will develop judgment, initiative, industry, and -an appreciation of how to “play the game square.” The segregation of -the poor writers in rows economizes the teacher’s time and energy in -passing about the room, and ultimately allows each pupil to practice -upon the drill he most needs. While the poor writers should never be -considered in disgrace, a legitimate aim should be to get into the good -division on the regular promotion day, preferably Friday. - -Segregation is especially desirable for board work, since it economizes -the time and energy of the teacher to a marked degree. - - -LINE QUALITY - -_At the seat_: Make not less than 200 solid two-space ovals or -strokes with one dip of ink. This will make for neatness. Allow no -strike-overs, i. e., patched lines. Correct position of the hand, -correct speed, a limited amount of ink, and a good movement are the -surest remedies for neatness and good line quality. Always use two -sheets of paper in order to obtain the best line quality and save the -pen. Hold pen with hole on top so that both nibs touch the paper, in -order to secure even quality. Hold pen or pencil lightly enough that it -may be slipped out easily from the hand. - - -SAMPLES - -Monthly samples have a place in and above the third grade. Make two -or more samples on the 15th of each month, during the writing period. -Select the best one and place in the manila envelope provided for this -purpose only. Place name of pupil on envelope. Collect at the close of -the period. Place rubber band around them and file in your desk. - -_Object_: Teachers may judge the effectiveness of their instruction; -pupils may observe their own improvement; the grade of the pupil is to -be partially based on this work; the supervisor may be able to advise -constructively; the pupil has an opportunity to compete with himself. - -_Procedure_: Have paper cut, and sample on board, memorized. Give -warming up exercises of ovals, capital, name, and small _o_ exercise. -Consume five or more minutes in this way. Use your watch, time the -class. Record the speed on the sample. After each sample, relax. Make -two or three, as time permits. Select the best. Discard others. Open -sample envelopes, compare with sample of month before. Give a check of -honor to all who have improved to a marked degree. The first month, -check for better movement, neatness and light line; second month, -size, etc. Always hold for all points before considered. Tell class at -end of checking what in general you see they need, and keep that in -mind during the month. Count the pupils who have two samples and those -who receive checks, ascertain your per cent of improvement and record -it for reference next month. Collect sample envelopes and file in your -desk. - -_Caution_: There is no objection to the giving of a day of practice -to the matter contained in the sample during the month if the time -permits; in fact, this would be helpful. However, on the 15th, the -allotted time only should be allowed for writing the sample, which -should proceed in general as above outlined. - -_Standard_: Third and fourth grades attain 50% improvement each month. -Fifth and sixth grades should attain 66% improvement each month. -Seventh and eighth grades should attain 75% improvement each month. - - -PREPARATION FOR REGULAR VISIT OF THE SUPERVISOR - -First grade: Two models for every child at board. - -Second grade: After the second month a writing lesson saved from the -previous week; after the third month, a spelling lesson. - -Third, fourth, fifth, sixth, seventh, eighth and ninth grades: Have on -the desk ready for grading, the following: samples, spelling paper, -language paper. - -Give pupils an opportunity to see that all work to be inspected is -ready the day previous to the supervisor’s visit. (For ordinary lessons -one minute is ample time for preparation if folders are kept in good -order.) Placing one lesson of the applied work in the folio each week, -from which the final selection is to be made, will serve to keep the -work uniformly good. This would also provide specimens for those who -might be absent for a particular lesson written expressly for this -purpose. - - -DESK ARRANGEMENT - - Aisle - - +---------------------------+ +---------------------------+ - | Oct. Spell. Sept. Sample | | Sept. Sample Oct. Spell. | - | | | | - | Oct. Lang. Oct. Sample | | Oct. Sample Oct. Lang. | - +---------------------------+ +---------------------------+ - - -COUNTING - -In counting for words repeat the letters at correct speed, sentences -likewise, using great care that the finish is within the time limit. In -pronouncing spelling words to be used during penmanship drill, always -require the class to repeat the words after you before writing. A short -dictated sentence should be managed the same way. - - -USE OF THE TIMEPIECE - -This is as necessary to the good teacher of penmanship as is the -blackboard. By its use is obtained correct speed, alertness on the part -of the teacher, good movement because never too slow, more rhythmical -counting, and more practice accomplished. Use the second hand daily, -until counting becomes automatic and goes forward with the right kind -of speed at all times. - - -AWARDS - -Honor rolls, buttons, certificates, pennants, cups, etc., prove a great -incentive. All competition should be carried on in a friendly manner. - - -USE OF STANDARD PENMANSHIP TESTS - -The research department may very profitably apply the standard tests -throughout the city twice yearly, tabulate the results and publish them -to teachers. From these findings, principals, supervisors, and teachers -will be able to determine what the weaknesses are and find a remedy for -them. - - - - -CHAPTER SEVEN SUGGESTIONS FOR THE GRADES, JUNIOR AND SENIOR HIGH SCHOOLS - - -A GENERAL, NOT A SPECIFIC PLAN - -In suggesting this plan no endeavor has been made to be definite, -except in a few essentials. Writing texts and conditions in schools -differ so greatly that this would be impossible. An effort has been -made to build up from the first grade to the last a general plan of -a logical character. Many suggestions made for the second and third -grades could wisely be put into operation, in part, in the higher -grades. It is assumed first that the muscular movement method has been -adopted and that each child has the use of a manual, since that is the -only condition under which an adaptation of these suggestions would be -advisable. This bird’s eye view of the subject is not to be considered -in any respect a “system” of writing, in text book phraseology. - -It will be impossible to advantageously adapt the suggested plan unless -a comprehensive knowledge of muscular movement has already been gained -through actual practice on the part of the teacher. - - -FIRST GRADE - -Child nature is spontaneous, active, restless. It prefers objects to -subjects, expression to repression and generality to detail. Writing -is a slow and laborious method of expression compared to speech, and -therefore not well suited to childhood. More oral, and less written -language should be given primary grades. But so long as writing seems -a necessary part of primary education, it should be taught in the most -rational manner. To do this, it is necessary to consider the child, its -capacity to acquire knowledge and skill, and its future welfare, as -concerns health and handwriting. - -One very noticeable feature about the activity of childhood is the -exercise of the larger muscles which it invariably involves. The -movements are of the whole body, and not of mere portions of it. The -fundamental muscles and not the delicate and finely coordinated muscles -are employed in all their movements. Such muscles (the accessory) as -are engaged in fine writing, drawing and sewing are developed later. -Especially is this true of the muscles of the eye. Ignorance of these -facts has led to mistakes in training. - -The wise teacher will not compel or permit young pupils to follow a -fine copy in writing, but will encourage them to use the blackboard -where abundant opportunity will be given for exercising the larger -muscles. Proper regard for the future usefulness of the eyes of the -child certainly requires that a departure be made from the method now -prevalent of requiring so much written work. - -Childhood has been called the language period par excellence, but this -statement has reference to oral and not written forms of speech. Every -teacher knows how easily and rapidly the child gains a vocabulary at -this stage. He learns language by imitation, and the whole epoch of -childhood is, as psychology teaches, and William Wordsworth expresses -it, “one endless imitation.” It therefore behooves the teacher to -neglect, if anything, reading and writing during the early stage of -childhood, and make play and story telling the predominant work in the -years preceding eight. - -One of the most difficult as well as one of the most interesting -problems that confronts every first grade teacher is what and how much -of writing we shall do in the first year. Shall we use all our time -teaching form? Shall we teach movement work entirely and let form -alone? Or shall we try a combination of both? - -It is unfortunate that many of the courses of study which we must -follow state specifically that when the pupils leave the first grade -they must be able to write all the small letters, capital letters, -words and sentences on paper. Some courses demand that pupils must -do a certain amount of copying. This is very unfortunate, because in -trying to fulfill the requirements of such a course of study any means -available are often resorted to and frequently the methods used are a -great hindrance to the future development of the child, both physically -and mentally. - -The following suggestions are offered first grade teachers: - -Under proper instruction the pupils will go into the next grade with -the ability to express themselves freely and easily at the blackboard. -It is quite unnecessary and unpedagogical to teach children a habit -that in the course of a few years must be given up entirely; reference -is here made to teaching of finger movement in the first three grades. - -_One B grade aim_: To introduce pupils in this grade to all small -letters in short words. To attain an average speed of thirty letters -per minute. - -_One A grade aim_: To introduce pupils in this grade to all capital -letter forms in families. To review all small letters in words and -sentences. To attain a speed of thirty-five letters per minute. To -give pupils by the end of the term, a tool for handling spelling and -language in a satisfactory manner at the blackboard. - -_Material_: Compendium (optional), crayon, eraser. The blackboard -should be ruled with lines four inches apart beginning at the -bottom and extending six lines in height. Eighteen to twenty -inches is sufficient board space for each child. More practice and -correspondingly better results follow when the entire class is at the -board at one time. - -_Length of lesson_: Fifteen minutes daily, five times per week. Place -the period early in the day or just before spelling so that it may -function. Writing is an inter-recitation activity. Practicing the daily -lesson will be found very profitable. - -_Demonstration_: Each drill should be demonstrated briefly from one to -three times each day of presentation. Blackboard models for tracing -should be provided for each pupil daily. Good models are a necessity -because of the inconvenience of using compendiums at the board. - -_Distribution of time to subject matter_: At the beginning of each term -devote one-half to one-third of the lesson to movement drill. Tracing -and writing consume the remainder of the period. As skill increases -reduce the amount of time to one minute on movement drill and divide -the remainder equally between words and sentences. The board should be -filled ten times during one lesson. _One A_ children should fill the -board once daily with the figure represented in the current date. - -_Names_: Pupils should write their names as early as possible in the -term. After the capital “I” has been mastered use the following form -for name practice: “I am (name).” - -_Z Group_: This group proceeds at a slower rate of speed, attaining at -the end of the year scarcely thirty letters per minute. More frequent -demonstration is necessary. Use as many two-letter words as possible. -Select words from the reading as far as practicable. More blackboard -work, tracing and rhythmic drill are necessary than in other classes. - - -SECOND GRADE - -Primary teachers are frequently opposed to muscular movement because -it is wholly impossible to obtain the same uniform work (which is -really only useless drawing) as can be obtained by the finger movement -plan. Not until principals, primary supervisors, and superintendents -are willing to tell their primary teachers that they will not look for -beautiful written exercises in these grades, will the teachers of the -first, second, and third grades look with favor upon muscular movement. - -We do not expect the primary teacher to produce the finished -mathematicians, readers, historians, or penmen, but such work as is -accomplished should be based on the right foundation. The primary -teacher should be willing to sacrifice her pride in the appearance -of written exercises to the demands of the future environment of the -grown child. In schools where superintendents and teachers insist upon -pupils writing words or sentences on paper very soon after they enter -school little or no advancement can be made in muscular movement. -However, if movement is not taught at an early age much time will be -wasted when the transition is made, which a few extreme persons say -should not take place until the fifth year in school. In the latter -case the pupils have incorrect habits so firmly fixed that it takes the -remaining years in the elementary school to learn to write a creditable -style. - -Board work may be continued advantageously daily in the second -grade for a three or four minute period. The writing for the first -month might very profitably be given over to board training to a -large extent, retaining only five or six minutes daily to teach the -physical-training phase of penmanship. Relaxation, correct posture -of the body, feet, hands, and arms at the seat might be accomplished -during the first month. - -The next step will be to study the hand and arm, making the preparatory -movement for ovals, and strokes with the hand half open and gliding -on the nails. The five knuckles must be turned toward the ceiling. -Pupils should make the movement freely to the teacher’s count and also -count for themselves in low tones. The teacher might use a book or a -thin board to serve as a desk, with which to illustrate, in order to -establish the proper relation in the child’s mind concerning the desk -and the points of contact. (See detailed directions under posture, -Chapter Two.) Pencil holding is next taught, using the handle end -first, and pointing it half way between the shoulder and the elbow. It -will take a month or more to develop relaxation, correct posture, and -penholding. - -_Aim_: First month. To perfect the board writing. To review all -capitals and small letter forms in words and sentences, and attain -greater fluency and a higher degree of perfection in form. To attain a -speed of forty letters per minute, the standard speed for this grade. -To teach the form of the letters so well, that in the seat work next -month when movement is the great problem, form may not need to be -stressed, but will be a resource. - -Second month: To develop relaxation, correct posture, movement, and -speed sufficient to prevent finger movement. To apply these fundamental -principles to ovals, a few easy capitals, a limited number of words and -a few short sentences. To make the correct writing habit carry over -into the spelling by the end of the 2 B grade. - -_Comparison_: Save one of the pupil’s first lessons in both regular and -applied work to be compared with later ones. - -_Material_: Canary paper, cut into half sheets, compendium, pencil, -folio seven by nine inches. Keep only writing material in these folios. - -_Length of lesson_: Fifteen minutes daily, five times per week. -Blackboard practice on the daily lesson is suggested as an -inter-recitation activity. Place the writing period early in the day or -prior to the spelling in order that it may function in the applied work. - -_Demonstration_: The same directions that are given under first grade -for ruling boards and demonstration procedure will be found useful. - -_Z Group_: This group proceeds at a slower rate of speed than other -groups and attains at the end of the 2 A a speed of thirty or more -letters per minute instead of forty. Demonstrate more frequently. Use -as many two-letter words as possible. Select words from the reading as -far as practicable. More blackboard work, tracing and rhythmic drill -are necessary than in other classes. - -_Distribution of time to subject matter_: During the first month give -the greater part of the writing period to movement drills. For the -following months spend one-half to one-third of the period on movement -drills, the remainder being divided between capital letters and words -and sentences. - -_Headings_: Use the following heading daily, placing it on the second -blue line. Write on every line except the first below the heading. -Model: - - John Brown, 2 A, Sept. 15, 1924. - - -THIRD GRADE - -We will assume that all pupils so far advanced as the third grade -are able to make all the letter forms easily and can write words and -sentences upon the board. They should also be able to make straight -strokes and ovals, write words, sentences, and the most necessary -capitals with the right movement, at the seats. In both cases they -should observe correct posture, slant, speed, uniformity, and spacing -between words. They should recognize the difference between connective -lines, and observe the following rule for spacing between letters and -words: The space between letters should be the width of the distance -between the down strokes in small _u_, the space between words should -be the entire width of small _i_. - -Doctor Ayres has proved by comparing many specimens that one of the -greatest drawbacks to legibility rests in the fact that the letters are -crowded together. It would be better to allow extreme spacing rather -than to permit the pupils to huddle the letters together using barely -half as much space between letters as they should. The space around the -letters relieves the eye of the reader, and makes even irregular and -crudely formed words fairly legible. The pupils who have been well -trained in movement can slide easily from one letter to another with -the right-length connective stroke. - -Pupils at the beginning of the third year in school will often appear -to have forgotten much that they have been taught in penmanship, as in -other subjects. During the vacation the muscles have become somewhat -tense, therefore relaxing exercises should be given frequently in order -to regain what has been lost. (See directions under physical training -phase, Chapter Two.) It will be well to give at least one week’s -practice at the board, two short lessons daily. Review the letter -forms, ending each lesson with a word. The second week have pupils take -pens a few minutes daily and review ovals and strokes, preliminary to -writing the exercises that will lead directly to word and sentence -building. - -_Aim_: To develop relaxation, correct posture, easy movement, -sufficient speed to prevent finger movement, and to apply these -fundamental principles to all writing lessons, spelling and copy work. -The grade is to be based upon whether or not the pupil uses the arm -movement during penmanship, copy work and spelling. Grade “Failure” if -movement is not used as above directed. Attain a speed of fifty letters -per minute in words and sentences. - -_Material_: Compendium, white paper half sheets, coarse pen, penholder, -ink, penwiper, blotter, manila envelope for sample, folio, seven by -nine inches, in which penmanship material only is to be kept. Teachers -should write pupils’ names on folios. On Mondays pass enough paper for -the week. - -_Length of lesson_: Fifteen minutes daily, five times per week. After -correct habits are established, encourage home practice. Place the -penmanship period early in the day or prior to the spelling in order -that it may function properly. - -_Distribution of time to subject matter_: During the first month -give one-half or more of the time to good habit formation by use of -movement drills. For the following months spend one-third of the period -on ovals, little _o_, or the like, one-third on capital letters, and -one-third on words and sentences. - -_Heading_: Place the following heading daily on the second blue line. -Write on every line except the first below the heading. Model: - - John Brown, 3 B, Sept. 15, 1924. - -_Sample_: Memorize the following sample which is to be taken the middle -of each month. Model: - - John Brown, 3 B, Sept. 15, 1924. - - John Doe School - City, State. - (Skip a line.) - I use a free swing - I use a free swing - I use a free swing - - -FOURTH GRADE - -The demand for more and better written work will become practically -imperative in the fourth year. The child will be able to meet the -demand because he will have nothing to undo, having spent all the time -devoted to penmanship in working on a correct foundation. The efforts -may be crude. However, technique in the beginning is of less importance -than that the proper habits may be established. It will be necessary -for the teacher of this grade to require of the pupils all that has -been required before and to improve upon what has been done. - -_Aim_: To develop relaxation, correct posture, easy movement, -sufficient speed to prevent finger movement and to apply these -fundamental principles to all writing lessons, spelling, and copy -work. The grade is to be based upon whether or not the pupil uses arm -movement during the penmanship period, copy work, and spelling. Grade -“Failure” if movement is not used as above directed. Attain a speed of -sixty letters per minute in words and sentences. - -_Materials_: Compendium, white paper half sheets, coarse pen, -penholder, ink, penwiper, blotter, manila envelopes for samples, folio -seven by nine inches in which writing material only is to be kept. -Teacher should label folios with name of pupil. On Monday pass enough -paper for the week. - -_Length of lesson_: Twenty minutes daily, five times per week. After -correct habits are established encourage home practice. Place the -writing period early in the day or prior to the spelling in order that -it may function properly. - -_Distribution of time to subject matter_: During the first month give -one-half or more of the time to good habit formation by use of movement -drills. For the remainder of the year spend one-third of the period on -ovals, little _o_ drill, and the like, one-third on capital letters and -one-third on words and sentences. - -_Heading_: Place the following heading daily on the second blue line. -Write on every line except the first below the heading. Model: - - John Brown, 4 B, Sept. 15, 1924 - -_Sample_: Memorize the following sample which is to be made the middle -of each month. Model: - - John Brown, 4 B, Sept. 15, 1924 - John Doe School - City, State - (Skip a line) - I use a free swing - I use a free swing - I use a free swing - - -FIFTH GRADE - -Since pupils in the fifth grade are better developed mentally and -physically than those in the preceding grade we may reasonably expect -a better quality of penmanship from them. In this grade especially, -pupils should be taught to work independently, that is, correctly -without the guidance of the teacher. They cannot go on forever with a -supporting prop. It is marvelous how much they will develop if led to -become independent. By way of assisting them, give pupils a study plan -and a small portion of the lesson time, perhaps two minutes, during -which time make mental note of the points neglected by the majority -of the class. With this as a basis to work upon make the next lesson -strong on the points in which the pupils, when working independently, -seem the weakest. If pupils have established the correct habits a -half-hour of practice at home or at school should not weary them. Many -will practice longer of their own accord. - -_Aim_: To develop relaxation, correct posture, easy movement, and -sufficient speed to prevent finger movement and to apply these -fundamental principles to all penmanship lessons, spelling, copy, and -dictation work. Grade “Failure” unless movement is used as indicated -above. Attain a speed of seventy letters per minute in words and -sentences. - -_Material_: Compendium, full size sheets of white paper, ink, blotter, -heavy brown folios, nine by twelve inches, coarse pen, wooden -penholder, pen-wiper, manila envelope for samples. Keep writing -material only in these folios. Teacher should label folios with the -name of the pupil. Monday pass to each pupil enough paper for the week. - -_Length of lesson_: Twenty minutes daily, five times per week. Place -the writing period early in the day or prior to the spelling in order -that it may function in applied work. - -_Distribution of time to subject matter_: During the first month spend -half or more of the time in developing posture, movement, and movement -drills. After the first month devote to movement drills, ovals, little -letters and the like, one-third to one-fourth of the period; to capital -letters, half the remaining time; to words or sentences the remainder -of the period. - -_Heading_: Place on the second blue line. Write on every line except -the first below the heading. Model: - - John Brown, 5 B, Sept. 15, 1924 - -_Sample_: Take sample on the middle of each month. Memorize. Model: - - John Brown, 5 B, Sept. 15, 1924 - John Doe School - City, State - (Skip a line) - ABCDEFGHIJKLM - NOPQRSTUVWXYZ - (Skip a line) - This is a sample of my best writing - This is a sample of my best writing - This is a sample of my best writing - - -SIXTH GRADE - -As classes pass from grade to grade, with each member accomplishing -what he should according to his grade, by the time they reach the -sixth, the correct writing habit should be firmly fixed. It is well to -have it so, for now, more than ever before does the pupil have need of -this energy and time saving habit. The demands for the application of -the writing habit are daily growing more numerous. - -The penmanship lesson should now be devoted largely to further study -of good letter forms, providing pupils automatically use muscular -movement. Pupils of this age will now recognize what the former -training means. They will now be interested because they realize that -they have been gaining something that will be very useful to them. - -_Aim_: To develop relaxation, correct posture, easy movement, and -sufficient speed to prevent finger movement and to apply fundamental -principles to all written exercises except arithmetic. Grade “Failure” -unless movement is used as indicated above. Attain a speed of eighty -letters per minute in words and sentences. - -The material, length of lesson, distribution of time to subject -matter, heading and samples may profitably be the same as for the fifth -grade. - - -SEVENTH GRADE - -In a school where each teacher has done her share of the work outlined -according to the grade it will be observed that the quality of the -penmanship produced by seventh grade pupils will in many cases equal -that of adults. Adult learners, if they have in previous years used -finger movement will have more to overcome than seventh grade pupils. - -It is well at all times to keep the goal in view, and gradually work -toward it. Never permit pupils to drift. During penmanship lessons -frequent comparisons with the models is essential. Friendly competition -has a place. Let parallel grades of the same school or neighboring -schools compare work. Take into consideration in the competition, -first, legibility, then time consumed for the execution of the -exercise, uniformity, slant, spacing, size and connecting and ending -strokes. - -Many pupils no doubt do not use discretion in the selection of proper -equipment for home work. They should realize that the right heights -of table and chair mean much for comfort and therefore have direct -relation to physical endurance. The use of the timepiece in order to -keep up the right speed is an important point. Every exercise in the -manual practiced at the right rate of speed will enable seventh grade -pupils to acquire an average speed of fifteen to eighteen words per -minute. Teach each pupil to be systematic in his homework as well as at -school. - -In this grade it is interesting at times to allow a pupil who has -a sense of rhythm in penmanship well developed to play the piano, -selecting a march to which the pupils might write certain drills. The -phonograph may be used to good advantage for the purpose of giving -variety to the drill work. Pupils will enjoy writing the drills to the -music. They must appreciate more fully than ever the fact that each -school subject depends to a great extent upon others, penmanship being -no exception. The sense of rhythm which should come from the study of -music will often be the inspiration that will move pupils to the right -speed when everything else fails. When pupils write to the rhythm -produced by their own voices, such as concert counting, relaxation of -the muscles takes place easily. - -It has proven very satisfactory to appoint a captain, perhaps the best -penman in the row, to do the counting for the preliminary drills with -which each lesson should begin. This relieves the teacher of useless -voice work and helps to develop initiative on the part of the pupils. -It will be necessary for pupils who do this work to count exactly -right, first with the teacher, and later alone. They should next learn -to count and work at the same time. - -Finally, pupils may well observe all the suggestions made in previous -grades. They should, however, be able to produce much more finished -results than in the previous grade. - -_Aim_: To develop relaxation, correct posture, easy movement, -sufficient speed to prevent finger movement, and to apply these -fundamental principles to all written exercises. Grade “Failure” unless -movement is applied as indicated above. Attain a speed of ninety -letters in words and sentences. - -_Length of lesson_: Twenty minutes daily, three to five times per week. -The material, distribution of time to subject matter, heading and -samples may profitably be the same as for the fifth grade. - - -EIGHTH GRADE - -It now remains for the eighth grade teacher to receive the pupils who -have been for the last seven years building among other useful habits -the penmanship structure. The writing is perhaps one of the first -subjects to be criticized or commented upon when the class is promoted. -The evidence will be plainly for or against it. - -It is a common occurrence for a piano pupil after discontinuing -practice to refuse to perform. An athlete out of practice is an awkward -figure when getting back into form. Therefore, as penmanship is applied -physical training it is not surprising that pupils who do not keep up -practice to a reasonable extent soon lose skill. If the daily practice -must be application to other subjects, and not drill work, great care -should be exercised to make conditions favorable for the retention of -the correct penmanship habit. - -It should be the privilege and duty of the pupils of this grade so far -as possible to place all problems, etc., on the board for the teacher. -Pupils of this age should be given every opportunity to use their good -penmanship in any and all kinds of clerical work. They like to feel -that they are helpful, and this spirit should be fostered. It is a -saving of the teacher’s time and strength, and impresses pupils with -the practical value of good writing. - -As these pupils pass through the junior high school, the senior high -school, commercial colleges or universities and out into the actual -business world, they will take on that individuality in penmanship -which suits best. The appearance of their writing will be considerably -modified owing to the different conditions under which each one -performs his tasks. This is a matter of minor importance. - -The important question for each teacher and each pupil to answer in the -affirmative is this: Is the writing habit acquired in the grades the -correct one? The crown of all the efforts should be an energy and time -saving manner of writing that will be entirely readable. - -_Aim_: To develop relaxation, correct posture, easy movement, -sufficient speed to prevent finger movement and to apply these -fundamental principles to all written exercises. Grade “Failure” unless -movement is applied as indicated above. Attain a speed of one hundred -letters in words and sentences. - -_Length of lesson_: See seventh grade. - -The material, distribution of time to subject matter, heading and -samples may profitably be the same as for the three preceding grades. - - -JUNIOR HIGH SCHOOL - -When the seventh, eighth, and ninth grades are set off by themselves -and take the name of Junior High School, conditions are somewhat -different than when they remain a part of the grade system. - -The ideals of the schools differ, as they should, in some respects. A -most striking difference is that a greater freedom in the choice of -subjects is made possible in the junior high school. - -The tool subjects are wisely still obligatory and penmanship should be -pursued until mastered sufficiently well to be a resource and not a -liability in carrying on other subjects. - -_Aim_: To perfect penmanship as a tool for school work and to impress -those who plan to enter upon business careers at the end of the ninth -year with the fact that they should be especially serious in penmanship -preparation. - -_Material_: Similar to that suggested for preceding grades. - -_Required subject_: Penmanship should be required through the seventh -grade and of all eighth grade pupils who cannot meet a reasonably -high standard previously agreed upon by the principal, supervisor, and -teachers. - -_Administration of tests_: These should be given several weeks before -the end of each semester in order to permit pupils who have not reached -the standard set to include penmanship in their programs. - -Ninth grade pupils who are specializing in commercial subjects should -have an opportunity for daily drill in penmanship in order to perfect -their work to a higher degree. The materials, distribution of time -to subject matter, form for headings, and samples may profitably be -similar to that suggested for former grades. - -The junior high teacher does not have the same opportunity that the -grade teacher enjoys for the observation of results unless it is so -arranged that the penmanship teacher handles spelling also. In such -a case by using tact, firmness and some invention this period of -application may prove almost or quite as valuable to the acquisition of -the correct writing habit as the time devoted to the learning of the -drills. - - -SENIOR HIGH SCHOOL - -Theoretically, students in the senior high school should not find -it necessary to pursue penmanship for acquisition as a tool, but -practically, we find many who are so unskilled in this subject that it -is necessary to make provision for them. - -In any senior high school we may have pupils who have not had the -advantages of a good foundation in the grades or in junior high. Again, -there are those who acquire manual dexterity with great difficulty. -Lastly, we have great numbers that are qualifying for commercial lines. -The needs of all must be met. (Discussed more fully in Chapter One.) - -_Aim_: To provide every student who leaves the senior high school with -a good working tool for business or college. No possible excuse should -be offered in place of a good handwriting by a senior high school -graduate who has had the opportunity to qualify. - -_Materials_: Similar to those in the junior high school. - -_Required subject_: Penmanship should be required of all who cannot -meet a reasonably high standard agreed upon by principal, supervisor, -and teachers. Commercial students should qualify to a much higher -degree than others. - -The administrations of tests, distribution of time to subject matter, -samples, may well be carried on in a manner similar to that suggested -for the upper grades and junior high school. - - - - -CHAPTER EIGHT SUPERVISION AND THE PENMANSHIP SUPERVISOR - - -SUPERVISION IN THE PAST - -Supervision had its rise in the early 70’s we are told. At that time -educators began to follow to some extent the example of the world -of industry. Lotus D. Coffman gives us as a humorous definition of -the function of the early supervisor the following: “The business -of a supervisor is to cast a genial influence over the schools, but -otherwise he is not to interfere with the work of the schools.” - -Supervision is evolving, and the definition of today may need to be -revised tomorrow. At present a supervisor represents the superintendent -in certain well defined lines. As a principal he may have charge of a -building. He may have charge of two or more subjects in a smaller city. -He may have charge of one subject in a city, county, or state. - - -FUNCTION OF THE SUPERVISOR - -The first function of a supervisor is generally acknowledged to -be improvement in classroom teaching. Let us place second the -responsibility for a suitable course of study (in penmanship the -selection of the text), and third, responsibility for standard methods -whereby results may be measured. - - -LEADERSHIP A PRIME QUALIFICATION - -Broad constructive leadership is the prime requisite for one who would -take upon himself the arduous duties of supervisor, be it of one -subject or of many. Each candidate should subject himself to a rigorous -self-rating process before taking up supervision, and those in service -should continue _to look within_. Many a situation would be saved to -leadership and society if all who term themselves supervisors or even -expect to some day become such would turn the white light of inspection -upon themselves. It is not going too far to say that the prospective -supervisor before launching himself should take unstinting pains to -diagnose his ability as a leader. - - -PERSONALITY A NECESSARY QUALIFICATION - -Supervisory positions are like others in that two main qualities are -essential, namely, desirable personality and sufficient preparation. -These essentials must be fairly well balanced in the person who is a -candidate for a supervisory office. We are familiar with the type of -supervisor who, though largely lacking scholastic attainments, is so -pleasing as to give a certain desirable kind of service and who is -therefore retained year after year. Compare such a supervisor with the -reverse, the one who has all the professional degrees obtainable but -who lacks the human touch. Neither type is entirely qualified. - -Teachers are good judges. Consult almost any teacher-made list for -desirable qualities, and you will find that the points that make up a -desirable personality are given preference to scholarship and other -phases of preparation. - -Genuine leaders are always on the alert to improve themselves. -When leaders are kind, constantly courteous, permit initiative, -keep informed on current movements, exhibit tact, show industry, -self-control, are optimistic, reliable, courageous, just, open-minded, -progressive, sincere, tolerant; then, and then only, shall we cease to -hear teachers speak of the worthlessness of supervision. (Perhaps poor -supervision has been a large factor in fostering poor teaching.) - -Physical strength to meet the numerous demands is an essential. -Desirable, in fact, necessary requisites are pleasing manners, such -as poise, refinement, good speaking voice, and self possession. The -exercise of good taste in the matter of correct and tasteful clothing -goes far toward obtaining and holding the respect of those with whom a -supervisor comes in contact. Dress should be simple and appropriate, of -excellent quality, and not too striking. It has been the observation -of the writer that supervisors, both men and women frequently use such -excruciatingly bad taste in the matter of apparel that those who come -in contact with them are very unfavorably impressed. It does not take a -great deal of imagination to realize why the “celluloid collar man” and -the “overdressed” or “home made” woman is not a welcome adjunct in the -classroom or at neighborhood gatherings. - - -BROAD PREPARATION INDISPENSABLE TO THE SUPERVISOR - -In the not distant past special-subject supervisors found it possible -to qualify with no further general preparation than a high school -diploma and a summer session or two at some higher institution. This -is now legally impossible in many states and wisely so. A general -college course is desirable, and particularly so since supervisors are -apt to have occasion to direct teachers who have had such training. -Supervisors are criticized, often justly, for being narrow and knowing -only one subject. Older supervisors should avail themselves of the many -opportunities for professional growth. - -In addition to being a graduate of high school and college a supervisor -of a special subject should have special training and practice teaching -along the line that he is supervising. Graduate work on the part of the -general supervisor as the years go by is becoming almost a necessity. - -Travel is an essential part of education. It is not putting it too -strongly to say that all supervisors should spend a part of nearly -every summer in travel or at some university. Exception may be made of -those who are called upon to contribute to some higher institution as -instructors. - -Every year worthy new educational books come from the press, and many -worth-while articles are published in educational journals. Supervisors -who have a real message should be willing to contribute to these -journals. By working out such articles the authors clarify their own -ideas and inspire their fellow workers. Careful reading of educational -journals is bound to keep special-subject supervisors aware of the -general trend of education. Technical journals should each month find -their way to the desk of the supervisor of special subjects. - -It is assumed that no person would be unwise enough to attempt any sort -of supervision before having served a probationary term in the grades -and if possible in high school. This gives the proper background for -effective supervision. The best supervisors are always in a process of -preparation and each year adds its quota of experience, rounding off -here, burnishing up there, softening a high light of deficiency and -blending all into a more helpful and desirable whole. - - -CONTINUAL PREPARATION ESSENTIAL - -Let us assume that a person with such a personality and scholarship as -was mentioned earlier in this chapter is now launched in a supervisory -position. That person does not cease his preparation but rather -continues it along practical lines which may include some or all of the -features that are mentioned below. - -The supervisor who has a sound knowledge of educational method will be -able to improve class room teaching and this is the primary purpose of -supervision. - -The course of study is a feature that any supervisor should be -constantly preparing to deal with, but mainly in connection with -suggestions from the teachers who are dealing first hand with the -children. It is the part of wisdom and justice to capitalize the -strength of the teaching force, always giving due credit therefor. - -The supervisor knows how to administer standard tests, and is prepared -to stand by the findings. He is willing to point out the need of -special educational treatment in specific cases. He must be prepared -to place especially talented children in their place and without fear. -Each child should have _his_ opportunity, according to Dr. Virgil -Dickson. This is real democracy. - -The penmanship supervisor should at any time be able to demonstrate -his subject with the aid of the class for the benefit of the teacher. -One thing is an essential, however: The supervisor must do this in -an artistic manner, and vastly better than the teacher can do it. -Demonstration lessons are no doubt the most popular help that can be -rendered to teachers. Teachers like to see how some one else meets -the classroom problem, and it is a golden time for the supervisor to -inculcate sound educational principles and good practice. - -The supervisor should be prepared to administer details such as routine -matters, to plan visiting days that are really worth while, to select -texts, material, etc. - -Supervisors should not only be constantly preparing themselves for -greater usefulness but should stand ready through courses provided -by themselves to offer encouragement in extension work, worth-while -meetings, and in the planning of educational exhibits. Such exhibits -should be kept by the supervisors in order to show new teachers what -has been attained in former years. Standards can easily be made clear -in this fashion. - - -RATING - -The much discussed problem of rating of teachers, first used in 1896 in -Milwaukee, is the cause of considerable “grief” among many. We are all -rated in one way or another, and after all why be sensitive about it? A -good cure is a self rating card, filled in carefully, prayerfully, and -then laid aside until next self rating day arrives. Self competition -is bound to yield good results. Let us learn to look in the mirror -without flinching. - -Whatever system is used the teacher should have a copy of the score -card and thereby learn upon what qualities to place values. The -score card is especially valuable for the reason just given. No -teacher should rise or fall on the strength of one rating, or on the -strength of the rating of one person. Boice, Elliott and Rugg have all -contributed much in the way of score cards. Mr. Cook of South Dakota -explains a most interesting and meritorious system in use in his state. - -It remains for Katherine Taylor Cranor to present the first self -scoring card for the supervisor as an aid to efficiency in school work. -It offers to each one upon whom the mantle of supervision has fallen -food for thought. It must provoke any thinking person to a critical -evaluation of himself and his work. The six main topics covered are in -substance as follows: - -1. Educational, social, and personal qualifications: These include -liberal education, tact, tolerance, poise, appearance, disposition, -leadership, loyalty, ability to speak in public, patience, 260 points. - -2. Course of study: Cooperation in making it, ability to interpret it, -140 points. - -3. Relationship to teachers: Wise selection, consideration of health of -teachers, growth, self improvement, initiative, effect on their lives, -community needs, 200 points. - -4. Duty toward instruction: Visiting classes, 300 points. - -5. Attention to details: Text books, demonstrations, routine, 50 points. - -6. Publicity, 50 points. - - _Total_, 1,000 points. - - -THE BEST QUALIFIED SUPERVISOR - -Is it too much to say that the best qualified, the best prepared -penmanship supervisor is the one that shares responsibility, is broad -visioned, has both hand and heart culture, is helpful, courageous, -and who still retains the human touch and most rapidly makes himself -unnecessary to the teacher? - - - - -BIBLIOGRAPHY - - -_American Penman_ (Austin Norman Palmer, Editor), a monthly -publication. A. N. Palmer Publishing Co., New York City. - -Ayres, Dr. Leonard P., _A Scale for Measuring the Handwriting of -Adults_. Division of Education, Russell Sage Foundation. New York City, -1915. - -_Business Educator_, a monthly publication, Columbus, O. - -_Course of Study Monographs_, Elementary Schools, No. 5, Penmanship. -Berkeley, California, 1921. - -_Course of Study, Syllabus in Penmanship_, as adopted by the Board of -Education, City of New York, Park Avenue and 59th Street, New York, -1921. - -_Course of Study, Handwriting_, by Administrative Department, Colorado -Springs Public Schools, Colorado Springs, Colorado, 1921. - -Daugherty, Mary L., “History of the Teaching of Handwriting in -America,” _Elementary School Journal_, December, 1917. - -Edson, Andrew W., Associate City Superintendent, New York, _Muscular -Movement in Its Practical Application_. A. N. Palmer Publishing Co., -New York, 1910. - -Freeman and Daugherty, _How to Teach Handwriting_. Houghton, Mifflin -Co., Boston, 1923. - -Freeman, Frank Nugent, _The Teaching of Handwriting_. Houghton, Mifflin -Co., Boston, 1914. - ----- “Present Day Issues in the Teaching of Handwriting,” _Elementary -School Journal_, Sept., 1923. - -French, W. L., _Psychology of Handwriting_. Putnam, New York, 1914. - -Gray, Clarence Freeman, _A Score Card for the Measurement of -Handwriting_. The University, Austin, Tex., 1915. - -Hiles, Leta Severance, and Lorenz, Marian S., _Course of Study_, Long -Beach Public Schools, Long Beach, California, 1923. - -Lister, C. C., _Muscular Movement Writing, Advanced Book_. The -Macmillan Company, New York, 1919. - ----- _What I Saw in a Writing Class_. A. N. Palmer Publishing Co., New -York, 1912. - ----- _Writing Lessons in the Primary Grades and Teachers’ Guide to -Writing Lessons in Primary Grades_. A. N. Palmer Publishing Co., New -York, 1912. - -Meleney, Dr. Clarence E., Associate City Superintendent, New York City, -_Observation on the Teaching of Penmanship in the Elementary Schools_. -A. N. Palmer Publishing Co., New York, 1911. - -Mills, Edward Clarence, _Business Penmanship_. American Book Co., New -York, 1916. - -Palmer, Austin Norman, _Palmer Method_. A. N. Palmer Publishing Co., -New York, 1921. - ----- _Penmanship Pointers_, a bi-monthly magazine. A. N. Palmer -Publishing Co., New York. - ----- _Palmer Penmanship Budget._ A. N. Palmer Publishing Co., New York, -1915. - -Shouse, J. B., “Obstacles to Good Handwriting,” _Elementary School -Journal_, December, 1923. - -Smith, Albert J., _Applied Graphology_. The Gregg Publishing Co., New -York, 1920. - -Snesrud, J. M., _Handwriting Efficiency in Junior and Senior High -Schools_. The Gregg Publishing Co., New York, 1921. - -_Spencerian Authors._ Ivison, Blakeman, Taylor & Co., New York, 1874. - -Starch, Dr. Daniel, _Educational Measurements_. The Macmillan Company, -New York, 1916. - ----- _Educational Psychology_. The Macmillan Company, New York, 1919. - -Stryker, J. A., “Normal School Penmanship.” Paper read before the -National Association of Penmanship Supervisors, Chicago, 1914. - -_The 18th Year Book of the National Society for the Study of -Education_, Part II. Public School Publishing Co., Bloomington, Ill., -1919. - -Thompson, Mary Elizabeth, _Psychology and Pedagogy of Writing_. Warwick -& York, Baltimore, 1911. - -Thompson, O. S., _Thompson’s New Penmanship, Teachers’ Manual_. -Privately printed, Monrovia, California, 1915. - -Taylor, Dr. Joseph S., District Superintendent, New York City, -_Educational Value of Muscular Movement Writing_. A. N. Palmer -Publishing Co., New York, 1910. - -Zaner, C. P., _Zaner Method Manual 144_. Zaner & Bloser Publishing Co., -Columbus, Ohio, 1915. - ----- _Blackboard Writing._ Zaner & Bloser Publishing Co., Columbus, -Ohio, 1911. - - - - -INDEX - - - Accuracy, Penmanship an aid to, 32 - - Alphabet, 76 - - Association, Laws of, 41 - - Athletics, Penmanship as correlated with, 15; - Dr. Gulick’s rules, 32; - relation to penmanship, 33 - - Awards, 83 - - - Blackboard, Kind and use of, 63; - as a teacher, 64; - gives courage to poor writers, 65; - points to be observed in lessons on, 65, 67 - - Blackboard procedure for all grades, 73, 75 - - Blotter, Use of, 70 - - Boice, quoted, 121 - - - Chamberlain, Quotation, 32 - - Clews, Henry, Statement of, 9 - - Coffman, Lotus D., quoted, 113 - - Colonel Parker, Quotation, 57 - - Commercial schools, Success of, 45 - - Commercialization of penmanship, 9 - - Comprehensive Physical Culture, Rules for good bearing quoted from, 22 - - Conventions, Obedience to, encouraged, 13 - - Cook, quoted, 121 - - Cooperation of all officials and departments necessary, 58, 59 - - Correlation of penmanship with other subjects, 57 - - Counting, 83 - - Count, correct, Movement regulated by, 24 - - Cranor, Katherine Taylor, quoted, 121 - - Credit evaluation, 50 - - - Dictation, 83 - - - Elliott, quoted, 121 - - Eyesight, Conservation of, 47 - - - Figures, 75 - - Folders, 68 - - - Good writing, worth while, 11 - - Good writing a time saver, 12 - - Good writing, Confidence established through, 13 - - Grade, First, 86; - nature and difficulty of problem, 87, 88; - aim, 88; - material, 89; - length of lesson, 89; - demonstration, 89; - distribution of time, 90; - names, 90; - Z group, 90 - - Grade, Second, 91; - conditions necessary for laying correct foundation, 91; - results based upon use of correct habit, 92; - board work, 92; - posture, 92; - aim, 93; - material, 93; - length of lesson, 94; - demonstration 94; - Z group, 94; - distribution of time to subject matter, 94; - headings, 94 - - Grade, Third, 95; - ability of, 95; - Dr. Ayres, quoted, on legibility, 95; - reviews, 96; - aim, 96; - material, 97; - length of lesson, 97; - distribution of time, 97; - heading, 97; - sample, 97, 98 - - Grade, Fourth, 98; - demand met by, 98; - aim, 98; - materials, 99; - length of lesson, 97; - distribution of time, 99; - heading, 99; - sample, 100 - - Grade, Fifth, 100; - independent work may be expected of, 100; - aim, 101; - material, 101; - length of lesson, 101; - distribution of time to subject matter, 102; - heading, 102; - sample, 102 - - Grade, Sixth, 103; - demand pressing in, 103; - object clear to pupils, 103; - aim, 103 - - Grade, Seventh, 104; - quality equal to that of adults, 104; - interest continued, 104; - home practice of, 104, 105; - musical accompaniment, 105; - captains in, 105, 106; - results, 106; - aim, 106; - length of lesson, 106 - - Grade, Eighth, 107; - Practice maintained in, 107; - practical aid of pupils in, 107; - individuality develops in, 108; - habits important in, 108; - aim, 108; - length of lesson, 108 - - Group Plan most effective, 38 - - Group Plan, Value of, 25; - the working of, 26, 27, 28 - - - Habits, Correct maxims for, 39, 40; - new habit may discommode, 40 - - Habits, Correct, established by repetition, 41 - - Habits, good, Objectives in, 77 - - High School, Junior, 109; - Condition in, 109; - ideals of, 109; - tool subjects in, 109; - aim, 109; - material, 109; - required subjects, 109; - tests, 110; - application, 110 - - High School, Senior, 111; - many unskilled in, 111; - lack of preparation, 111; - aim, 111; - materials, 111; - required subject, 111; - tests, 112 - - - Initial drafts, 11 - - Ink, Kind, care of, 71 - - - James, on relaxation, quoted, 16 - - James, Quotation on interest, 33 - - - Line Quality, 79 - - - McMurray, How to Study, 11 - - McMurray, quoted, 62 - - Manual arts, Penmanship as one, 13 - - Mastery, Pleasure and profit in, 42 - - Material, Economy of, 71; - good, necessary, 47 - - Maxwell, Henry, Study of efficiency by, 50 - - Muscular movement a reformer, 14 - - Muscular movement, application to general writing, 42 - - Muscular movement conserves time and energy, 45, 46; - conserves vision, 47; - conserves health generally, 48 - - Muscular movement defined, 43 - - Muscular movement, universal method, 44 - - Muscular movement, Utility of, 12 - - - Name-Cards, 75 - - - Paper, Economy of, 67; - quality and ruling, 68 - - Paper, How to move and slant, 73 - - Parents, Influence of, 60 - - Pencils, Kind, 68; - Use of, by primary pupils only, 69 - - Penholder, kind, 70 - - Penholders, position of, 21, 22 - - Pens, Kind, care of, 69 - - Plan, A general, 85 - - Poor writing a handicap, 10 - - Position, Correct, of hand, 20-21 - - Posture, correct, Value of, 19; - methods of obtaining, 19-20 - - Posture, correct, Frequency of drill on, 20 - - Practice, Results of thoughtless, 33; - frequency means economy, 34; - concrete suggestions for preliminary, 34; - content and length of period, 35, 36; - effective leads to correct writing habit, 37 - - Progress lesson, 77, 78 - - - Rating, Value of, 120, 121 - - Relaxation a necessary condition, 16 - - Relaxation of adults, 16 - - Relaxation, Six methods of obtaining, 17-18 - - Review, Value of, 30 - - - Samples, Object of, 80; - procedure and standards, 81 - - Score card, Value of, 121 - - Segregation, Value of, 78, 79 - - Similarity of letter forms, recognition of, 30 - - Slant, Correct, the result of correct direction of movement, 23 - - Standards, Two sets of, 9 - - Study, How to, 72; - capitals, 72; - words and sentences, 72 - - Supervisor, defined, The best, 122 - - Supervisor, Function of, 114 - - Supervisor, Leadership a prime qualification, 114; - preparation and desirable personality necessary, 115, 116, 117; - physical endurance and appearance, 116; - experience an aid to, 118; - continual preparation necessary for, 118; - aid in improving class room instruction, 119; - course of study and the, 119; - value of tests recognized by, 119; - ability to demonstrate necessary for, 119; - attention to routine matters, 120; - service, 120 - - Supervisor’s visit, Preparation of teacher for, 81, 82 - - - Teacher, Duty of, 52; - qualifications of, 53; - as psychologists, 54; - as demonstrators, 55; - best proof of a good, 55; - personal influence of, 56; - as an inspiration, 56 - - Technique necessary, 51 - - Test, A satisfactory, 61, 62 - - Tests, Application of standard, 76; - endurance, 76 - - Tests, standard, Use of, 84 - - Theorist, defined, A, 52 - - Time, Economy of, 48, 49; - a computation on, 50 - - Timepiece, Use of, 83 - - Typewriter, Use of, 9 - - - Visualization, Correct, 28; - principle of multiple impression, 29 - - Visualization, Rules for effective, 31 - - - Z Group, 77 - - * * * * * - -Transcriber’s Notes: - -Illustrations have been moved to paragraph breaks near where they are -mentioned. - -Punctuation has been made consistent. - -Variations in spelling and hyphenation were retained as they appear in -the original publication, except that obvious typographical errors have -been corrected. - -*** END OF THE PROJECT GUTENBERG EBOOK PENMANSHIP *** - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the -United States without permission and without paying copyright -royalties. 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You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online -at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you -are not located in the United States, you will have to check the laws of the -country where you are located before using this eBook. -</div> - -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Title: Penmanship</p> -<p style='display:block; margin-top:0; margin-bottom:1em; margin-left:2em; text-indent:0;'>Teaching and Supervision</p> - -<div style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Author: Leta Severance Hiles</div> - -<div style='display:block; margin:1em 0'>Release Date: November 4, 2021 [eBook #66667]</div> - -<div style='display:block; margin:1em 0'>Language: English</div> - -<div style='display:block; margin:1em 0'>Character set encoding: UTF-8</div> - -<div style='display:block; margin-left:2em; text-indent:-2em'>Produced by: Craig Kirkwood and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)</div> - -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK PENMANSHIP ***</div> - -<div class="figcenter illowp49" style="max-width: 40.9375em;"> - <img id="coverpage" class="w100" src="images/cover.jpg" alt="Cover." /> -</div> - -<p id="half-title">PENMANSHIP<br /> -<span class="largefont"><em>Teaching and<br /> -Supervision</em></span></p> - -<div class="figcenter illowp48" style="max-width: 40.625em;"> - <img class="w100" src="images/titlepage.jpg" alt="Title page." /> -</div> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<h1 class="nobreak">PENMANSHIP</h1> - - -<p class="center largefont"><em>Teaching and<br /> -Supervision</em></p> - -<p class="center p2 largefont"><span class="smallfont">BY</span><br /> -LETA SEVERANCE HILES</p> - -<p class="center"><em>Supervisor of Penmanship<br /> -Long Beach, California</em></p> - -<p class="center p4"><span class="smcap">Jesse Ray Miller</span><br /> -3474 UNIVERSITY AVENUE<br /> -LOS ANGELES -</p> -</div> - -<hr class="tb x-ebookmaker-drop" /> - -<div class="chapter"> -<p class="center"><span class="smcap">Copyright 1924, by Jesse Ray Miller</span></p> - -<p class="center p2 smallfont">FIRST PRINTING<br /> -APRIL, 1924</p> - -<p class="center p4"><em>Printed in the United States of America<br /> -Press of Jesse Ray Miller<br /> -Los Angeles</em></p> -</div> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<h2 class="nobreak">CONTENTS</h2> -</div> - - -<div class="center"> -<table class="toc" border="0" cellpadding="1" cellspacing="0" summary="Contents"> -<tr><td class="toctitle" colspan="2"><span class="smallfont">CHAPTER</span></td></tr> -<tr><td class="tocchapter">I</td><td class="toctitle"><span class="smcap">The Penmanship Problem</span></td><td class="tocpage"><a href="#Chapter_I">9</a></td></tr> -<tr><td></td><td class="toctitle1"><em>The Commercial Factor—The Educational Factor—Educational -Value.</em></td></tr> -<tr><td class="tocchapter">II</td><td class="toctitle"><span class="smcap">Fundamentals Concerned in the Problem</span></td><td class="tocpage"><a href="#Chapter_II">15</a></td></tr> -<tr><td></td><td class="toctitle1"><em>Physical Training Phase—Correct Posture—Correct -Movement—Visualization of Letter Forms—Practice—Application -of the Correct Habits to Daily -Requirements.</em></td></tr> -<tr><td class="tocchapter">III</td><td class="toctitle"><span class="smcap">The Generally Accepted Solution: Muscular Movement</span></td><td class="tocpage"><a href="#Chapter_III">43</a></td></tr> -<tr><td></td><td class="toctitle1"><em>Conservation of Health a Prime Factor in the Solution—Economy -of Time a Result of the Solution.</em></td></tr> -<tr><td class="tocchapter">IV</td><td class="toctitle"><span class="smcap">Preparation of the Teacher</span></td><td class="tocpage"><a href="#Chapter_IV">51</a></td></tr> -<tr><td></td><td class="toctitle1"><em>The Technique of the Subject—The Ability to Secure -Results—The Penmanship Perspective.</em></td></tr> -<tr><td class="tocchapter">V</td><td class="toctitle"><span class="smcap">Suitable Equipment and Materials</span></td><td class="tocpage"><a href="#Chapter_V">61</a></td></tr> -<tr><td></td><td class="toctitle1"><em>Text—Blackboard and the Use of It—Paper—Folders—Pencil—Pen—Penholder—Blotter—Ink—Economy -in the Use of Material.</em></td></tr> -<tr><td class="tocchapter">VI</td><td class="toctitle"><span class="smcap">Some Workable Suggestions</span></td><td class="tocpage"><a href="#Chapter_VI">72</a></td></tr> -<tr><td></td><td class="toctitle1"><em>How to Study—How to Move and Slant the Paper—Blackboard -Work of the Pupils—Name Cards—Figures—Alphabet—Endurance -Tests—Objectives -in Good Writing Habits—Progress Lesson—Segregation—Line -Quality—Samples—Preparation -for the regular Visit of the Supervisor—Counting—Use -of the Timepiece—Awards—Use of -Standard Penmanship Tests.</em></td></tr> -<tr><td class="tocchapter">VII</td><td class="toctitle"><span class="smcap">Suggestions for the Grades, Junior and Senior High Schools</span></td><td class="tocpage"><a href="#Chapter_VII">85</a></td></tr> -<tr><td></td><td class="toctitle1"><em>A General Not a Specific Plan—First Grade—Second -Grade—Third Grade—Fourth Grade—Fifth -Grade—Sixth Grade—Seventh Grade—Eighth -Grade—Junior High School—Senior High School.</em></td></tr> -<tr><td class="tocchapter">VIII</td><td class="toctitle"><span class="smcap">Supervision and the Penmanship Supervisor</span></td><td class="tocpage"><a href="#Chapter_VIII">113</a></td></tr> -<tr><td></td><td class="toctitle1"><em>Supervision in the Past—Function of the Supervisor—Leadership -a Prime Qualification—Personality -a Necessary Qualification—Broad Preparation Indispensable -to the Supervisor—Continual Preparation -Essential—Rating—The Best Qualified Supervisor.</em></td></tr> -<tr><td class="toctitle" colspan="2"><span class="smcap">Bibliography</span></td><td class="tocpage"><a href="#BIBLIOGRAPHY">123</a></td></tr> -<tr><td class="toctitle" colspan="2"><span class="smcap">Index</span></td><td class="tocpage"><a href="#INDEX">126</a></td></tr> -</table></div> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<h2 class="nobreak">INTRODUCTION</h2> -</div> - - -<p>Reading, writing, and arithmetic have for long -been looked upon as the fundamentals in education. -And in very truth they are. Altogether too -little attention has been given the expression of -thought involved in the study of any school subject -whether such expression takes the form of -oral or written language. In fact, many failures -in school and misunderstandings in actual life are -due to inability to properly interpret text, read -intelligently, or speak correctly.</p> - -<p>No small part of this entire problem, especially -when applied to grade pupils, is the mechanical -or penmanship side. Everywhere there is criticism, -on the part of teachers and parents, of the -quality of the pupils’ writing. In many instances -the process is a slow and laborious one. The bodily -positions assumed by pupils during the operation -of writing are harmful. The effort frequently -results in an illegible scrawl. Too often, little -or no attention is given penmanship in the grades -and consequently boys and girls go through life -laboring under a serious handicap.</p> - -<p>In the following pages an attempt is made to -bring definitely and concisely before educators<span class="pagenum" id="Page_8">[8]</span> -the fundamental facts necessary to secure legibility -and rapidity in penmanship, without causing -strain of eye or cramp of hand. The treatment -of the subject is simple and direct. The discussion -of the problem of penmanship is followed -by a consideration of the essentials necessary to -the establishment of a habit that shall result in -good penmanship. The materials necessary are -taken up in detail. The teacher’s preparation is -dwelt upon. Workable suggestions are given a -place. One chapter deals with the minimum requirements -for all and the closing chapter discusses -supervision.</p> - -<p>The entire work is based upon an extended experience -with pupils and teachers. Every suggestion -and direction has been worked out in actual -practice. The volume has been prepared in response -to continued requests from teachers, principals, -and superintendents who desire explicit -directions that can be used to supplement any -system of muscular movement penmanship.</p> - -<p>The author wishes to express her gratitude to -the hundreds of teachers, scattered throughout -several states in the Union, to whom she has had -the privilege of offering instruction and from -whom helpful suggestions have come.</p> - -<p class="ir2">L. S. H.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_9">[9]</span></p> - -<h2 class="nobreak" id="Chapter_I"><span class="smcap">Chapter One</span> -<br /><span class="cheaderfont">THE PENMANSHIP PROBLEM</span></h2> -</div> - -<h3>THE COMMERCIAL FACTOR</h3> - -<p>We are living in a practical age. Every institution -of worth points to the truth of this statement. -Of every plan advanced the query comes, -“Will it stand a practical test?” We are constantly -experimenting with, and adopting, new -methods, and those in force today may be displaced -tomorrow as being behind the spirit of the -time. It is only natural that the commercialization -of penmanship should take place.</p> - -<p>When a business man is asked what qualification -counts most in employing clerks he is very -apt to say, “Other things being equal, the good -writer gets the place.” Henry Clews, the Wall -Street banker, frankly states that the beginning -of his successful career may be traced to good -penmanship.</p> - -<p>A letter of application for a position is not -judged by school room standards, but by business -standards. These two sets of standards should<span class="pagenum" id="Page_10">[10]</span> -be in harmony. An educator of authority finds -that “there is little contention as to the function -the child is to serve when he becomes part of the -world in which he shall eventually find himself. -Our methods as practiced however, would hardly -be recognized as having any foundation in the -thought for future citizenship.” Think of the -vast army of boys and girls who leave the elementary -school at an early age to earn a livelihood. -These should be given the best practical equipment.</p> - -<p>To be sure, there are those who cite instances -of great men whose handwriting is almost unreadable, -and argue that point in favor of allowing -all public school pupils to be poor writers. -Common sense teaches us that it is unwise to burden -ourselves with an unnecessary handicap.</p> - -<p>Others will say that it is not worth while, as -every one will use a typewriter upon entering the -commercial world. Only a certain proportion -will enter the world of commerce, and a majority -of those who do enter tell us that they have as -much work to do with pen or pencil as on the -typewriter.</p> - -<p>The initial drafts of the majority of all important -documents are usually written with the pen. -We have the word of many an author that an attempt<span class="pagenum" id="Page_11">[11]</span> -to dictate the first draft results disastrously -to the content of the manuscript. We therefore -infer that in matters of importance the use of the -mechanical device is not conducive to the best -composition. The typewriter is of great convenience -after the first draft has been revised.</p> - - -<h3>THE EDUCATIONAL FACTOR</h3> - -<p>Again, would it not be vastly worth while, even -for school purposes alone, to learn rapid, easy -and legible hand-writing, since a majority of pupils -spend nine years in the elementary and junior -high schools? A good percentage finish high -school and many pursue a college career for four -years. What an asset good easy writing is in -school and college! Every pupil owes it as a duty -to himself and to his instructors to express himself -legibly on paper.</p> - -<p>Finally, while its worth cannot be fully estimated, -good writing is eagerly sought and its possessor -finds it ever a ready servant and valued -friend. We should strive for usable knowledge. -In McMurray’s <cite>How To Study</cite> we learn that -“It is a part of one’s work as a student, therefore, -to plan to turn one’s knowledge to some account; -to plan not alone to sell it for money, but to use -it in various ways in daily life.”</p> - -<p><span class="pagenum" id="Page_12">[12]</span></p> - - -<h3>EDUCATIONAL VALUE</h3> - -<p>Perhaps the most widely recognized educational -value of good penmanship would come under -the head of utility. Pleasing angles, graceful -curves, uniformity, and clear strong lines appeal -alike to all. From the attitude taken by many educational -folk, relegating this subject in the curriculum -to the background, we might think that -they prefer illegible writing. Yet frequently these -are the very persons who are heard to complain -the loudest and longest over poorly written test -papers and unreadable letters from friends.</p> - -<p>Muscular movement penmanship may be utilized -to advantage in school and out. In the first -place it saves the pupils’ time and physical energy -in execution and the teachers’ time and energy in -interpreting. In the second place it is most emphatically -demanded by the world that many of -these pupils will enter upon leaving school. Parents -draw their conclusions, many times, regarding -the quality of work in the school largely from -the appearance of written work.</p> - -<p>Pupils who have persistently followed the drill -until it has influenced their actual writing will -soon realize their power: here is the evidence on -paper, the measure of the effort put forth. They<span class="pagenum" id="Page_13">[13]</span> -have conquered both mentally and physically. -Will not the confidence established in their own -ability be of value to them in mastering other subjects? -What gives more pleasure, self-respect -and encouragement to persevere than the conscious -knowledge of skill? This consciousness of -power and skill is a tremendous educational force -and one that should receive constant recognition -with reference to penmanship.</p> - -<p>Many are the pupils who have great difficulty -in gaining book lore, but who find the manual -arts attractive. To such the consciousness that -they can do even one thing well is a powerful inducement -toward the mastery of something less -attractive.</p> - -<p>Pupils learn before they finish the elementary -school that proper conventions must be observed -in order to preserve social order and relations. -When these conventions are overlooked to a great -extent in writing, pupils are not gaining the most -that the subject has to teach them. When irregularities -become noticeable a check should be -placed; otherwise the habit will become strong -enough to be of great hindrance in later life. In no -subject can a tendency to tear down conventions -be discovered more easily than in penmanship -and nowhere can we better impress upon pupils<span class="pagenum" id="Page_14">[14]</span> -the desirability of obeying, to a reasonable degree, -the conventional lines which all social beings are -bound to recognize.</p> - -<p>Who cannot recall at least one “bad boy” who -has been completely reformed by some one of the -manual arts? Muscular movement penmanship -has many such to its credit. Teachers and supervisors -are called upon quite as much to reform as -to form and inform.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_15">[15]</span></p> - -<h2 class="nobreak" id="Chapter_II"><span class="smcap">Chapter Two</span> -<br /><span class="cheaderfont">FUNDAMENTALS CONCERNED IN THE PROBLEM</span></h2> -</div> - -<h3 id="CHAPTER_IIB">THE PHYSICAL TRAINING PHASE</h3> - -<p>Pupils who are apt at athletics will easily recognize -the purpose of muscular movement penmanship. -They will draw upon former experiences -in the field or gymnasium and compare the -value of relaxation, good posture, rhythm, and -continuity of movement. They will recognize that -the same laws of control govern Indian club -swinging, field sports, and penmanship. They -will appreciate the fact that to obtain good results -with the pen they must follow with military -precision the directions of the leader. Interest -will be doubled when pupils really find themselves. -Many pupils obey the laws of correlation -naturally, and through their athletics they gain -control of the muscular adjustment that operates -in the process of writing.</p> - -<p>Adult learners of muscular movement frequently -have more difficulty in relaxing completely<span class="pagenum" id="Page_16">[16]</span> -than do younger pupils. Often with -adults the habit of bodily relaxation has not been -developed along with other habits, and therefore -muscular tension prevails. A leading criticism on -Americans is that we never relax.</p> - -<p>James says: “It is your relaxed and easy worker -who is in no hurry and quite thoughtless most -of the while of consequences who is your efficient -worker; and tension and anxiety, present and future, -all mixed up together in our mind at once, -are the surest drags upon steady progress.”</p> - -<div class="figcenter illowp52" style="max-width: 40.625em;"> - <img class="w100" src="images/i017.jpg" alt="" /> - <div class="caption"><p class="center"><span class="smcap">At Attention</span></p></div> -</div> - -<hr class="tb x-ebookmaker-drop" /> - -<div class="figcenter illowp53" style="max-width: 40.625em;"> - <img class="w100" src="images/i019.jpg" alt="" /> - <div class="caption"><p class="center"><span class="smcap">Relaxation</span></p></div> -</div> - -<hr class="tb x-ebookmaker-drop" /> - -<div class="figcenter illowp52" style="max-width: 40.625em;"> - <img class="w100" src="images/i021.jpg" alt="" /> - <div class="caption"><p class="center"><span class="smcap">Ready to Assume Correct Position of -Arms, Hands, Pen and Paper</span></p></div> -</div> - -<p>The mind must be concentrated upon the relaxation -of the muscles in order to get the best -results. As writing is feeling passed through -thought and fixed in form, it is very important in -writing that the mind help make the muscles to -make movements, just as it helps them to relax. -By putting the muscles in a workable condition -at the beginning of each lesson, great improvement -in muscular response will be observed. -Muscular relaxation must be considered seriously -if we would make real progress in muscular training. -We all know how cramped and tremulous -the letters are when they are written by a hand -that is under nervous tension. The nerves must -be at ease, the pen must rest lightly in the hand -in order to obtain the best results. Teachers<span class="pagenum" id="Page_17">[17]</span> -who have not the ability to relax themselves, cannot -hope to lead the class to do so. The tone of -voice used in giving directions, whether musical -or strident, has to do with inducing relaxation. -The following plan has proven of value in the -class room:</p> - -<p>1. Pupils sit erect in seats, stretch arms out -even with the shoulders, feet on the floor, heads -erect, while the teacher counts softly to ten, with -the pupils; at ten, drop the arms to the sides. Repeat -six times. A practiced eye will soon see -whose arms are tense. Ask pupils to become as -limber as they would in skating, jumping, dancing, -horseback riding or swimming.</p> - -<p>2. Pupils sit erect in seats, bend forward from -the hips, raise arms over the desk, and six inches -from the desk, make a square turn at the elbow, -count ten slowly, drop the arms on the desk; repeat -six times.</p> - -<p>3. Pupils sit erect, bend from the hips, both -elbows on the lower corners of the desk, relax, -dropping the forearm on the desk; repeat six -times.</p> - -<p>4. Retaining position in paragraph 3 let pupils -roll the muscle below the elbow in a circular manner -to a soft musical count, from one to ten. Eyes -should be first directed toward the arm, then<span class="pagenum" id="Page_18">[18]</span> -away from it, toward the ceiling. By following -the last suggestion, it is observed that pupils relax -unconsciously. All of this drill will be of no value -unless pupils are able to retain a relaxed condition -of the muscles while the writing instrument -is in use. Let them take the handle end of the -pen, and prepare for this circular motion before -making it.</p> - -<p>5. It will be necessary for the teacher to spend -a few minutes at the beginning of every lesson -with one or more relaxing exercises during the -first months of each school year, and later if -found necessary. It is advisable to break the -lesson with relaxation exercises if it is observed -that pupils are becoming keyed-up through effort.</p> - -<p>6. Rhythm and regularity of movement are -essential. Pupils’ counting aloud relieves the tension. -It may be necessary to lay the pens down -once or twice, for a few seconds each time, during -the lesson. Ability to control the writing arm -comes in proportion to our ability to relax the -controlling muscles. Control in the matter of -penmanship is a vital educational factor. Says a -well known authority: “Could the school teach -effectively the lesson of self control, we need have -little fear of the results when the product of the -system is thrown upon the currents of the world.<span class="pagenum" id="Page_19">[19]</span> -What is the most important attribute of man as -a moral being? May we not answer, the faculty -of self control? This it is which forms a chief -distinction between the human being and the -brute.”</p> - - -<h3 id="CHAPTER_IIA">CORRECT POSTURE</h3> - -<p>Correct posture while writing is an essential; -first, from the standpoint of health, and again, -that we may have free play of the writing muscles. -Proper seating has an important place here. The -desk should be sufficiently high from the seat, so -that, when a pupil is seated and with both arms -on the desk, the shoulders should not be raised. -If the desk is too low, pupils will bend in the -shoulders instead of from the hips and the chest -will be compressed and the spine contorted.</p> - -<p>No doubt many cases of spinal trouble are a direct -result of improper seating and unhealthful -posture during school hours. Pupils frequently -bend the neck and strain the nerves and muscles -uselessly. The hint, “Heads up” is often a sufficient -reminder and will serve to correct this ungraceful -and harmful habit. By sitting almost -square in front of the desk, circulation is not impeded -in any way and relaxation will result more<span class="pagenum" id="Page_20">[20]</span> -easily. The body supports itself, and must not -touch the desk. The eyes should be fourteen -inches from the paper. In order to be comfortable, -the feet must touch the floor. It is within -the province of the manual training department -to provide wooden footstools of simple construction -for the small pupils who must sit at large -desks.</p> - -<p>With the feet on the floor, body erect, ready to -bend from the hips, chest high, arms hanging at -the sides in a relaxed manner, we are ready for -the next step. By placing the elbows at, or near -the lower corner of the desk, raising forearms, -then relaxing and dropping to the desk, the pupils -are impressed with the idea that they must keep -the cushionlike muscle on the desk. The elbows -may extend beyond the edge of the desk, perhaps -an inch, if this adds to the comfort of the writer. -There should be a right angle turn at the elbow.</p> - -<p>Drill on correct posture should be given frequently -until acquired, several times during a -lesson, in fact, while learning. Too many liberties -with these rules will cause trouble later when -the next step is to be accomplished.</p> - -<div class="figcenter illowp52" style="max-width: 40.625em;"> - <img class="w100" src="images/i027.jpg" alt="" /> - <div class="caption"><p class="center"><span class="smcap">Ready for Work</span></p></div> -</div> - -<p>With the forearms on the desk, close the right -hand; open and close several times; with the -right hand half open, the tips and nails of the<span class="pagenum" id="Page_21">[21]</span> -third and little fingers touch the desk. The -knuckles of the thumb and three fingers should -be in sight. Every joint is bent a trifle in correct -position of the hand. The two points of contact -then are a large portion of the under forearm and -the tops and nails of the third and little fingers. -The wrist should be kept straight and free from -the paper. The side of the hand must not touch -the paper. Slip a card under the side of the hand -to test this point. The muscles that hold the third -and little finger in correct positions need to -be strengthened. Pupils are apt to straighten the -fingers and bring about a tension or go to the -other extreme and curl the third and little fingers -into the palm of the hand and glide on the -knuckle joints. Both positions strain the ligaments -and bear away from, instead of toward, -good control. It is most important that a beginner -should watch the position of the hand. Other -mistakes may be rectified gradually, but correct -position of the hand must be established at once.</p> - -<p>The penholder is held by the thumb and first -and second finger, touching the second finger near -the root of the nail. The first finger joints are -bent slightly. The first finger rests on the penholder -at least an inch from the point of the pen. -The thumb joint is also bent. The penholder may<span class="pagenum" id="Page_22">[22]</span> -cross above or below the knuckle joint of the first -finger. The penholder should point half way between -the shoulder and the elbow. Keep the penpoint -on the paper squarely, wearing both nibs -equally.</p> - -<div class="figcenter illowp52" style="max-width: 40.625em;"> - <img class="w100" src="images/i031.jpg" alt="" /> - <div class="caption"><p class="center"><span class="smcap">Ready for Action</span></p> - -<p class="center"><span class="smcap">Ready for Penholding</span></p></div> -</div> - -<p>In <cite>Comprehensive Physical Culture</cite>, we find -this valuable suggestion: “In sitting it is necessary -to hold the chest up; to guard against bending -forward at the waist line, for this contracts -the chest, cramps the lungs and stomach, and -often produces dyspepsia. In sitting, if one -wishes to bend, the movement should be from the -hips, but never from the waist; the knees should -never be crossed, for this position, besides being -inelegant and ungraceful, often leads to paralysis -by diverting the blood from the leg through pressure. -The one rule to be observed by the woman -who seeks to be healthy and graceful is to keep -the chest active; it should never be relaxed; holding -this part of the body constantly erect gives -real poise to the carriage and strength to the -muscles. A fine bearing is of great advantage, for -it has a significance which people intuitively recognize -and respect; the person who comes before -us chest raised and head erect inspires confidence. -Other things being equal, the person who -elevates the chest constantly is more self-respecting -than the one who habitually depresses it.”</p> - -<p><span class="pagenum" id="Page_23">[23]</span></p> - - -<h3>CORRECT MOVEMENT</h3> - -<p>Pupils must be taught that a line is the product -of the motion used; “that the motion preceding -the contact of the pen to the paper must -be in the direction of the line to be made, and that -some letters being more complex than others, less -speed should be used.” For example, the straight -stroke exercise is essential as a beginning step in -movement application because it not only -stretches the muscles, but correctly done it teaches -direction. Movement that prepares for the -straight stroke exercise is best obtained by taking -correct position and pushing the first finger to -and from the center of the chest with the third -and fourth finger nails gliding on the desk and -forming a movable rest. The wrist must be kept -free at this time, and the forearm moves on the -cushionlike muscle below the elbow. We base -the direction or slant of down strokes in letters -later upon this straight stroke exercise. If the -ovals, the next exercise in order, take an incorrect -slant at any time, return to the practice of the -straight strokes as a corrective means toward the -proper slant.</p> - -<p>Pupils must know that the direction of movement -is one of the chief essentials, and that before<span class="pagenum" id="Page_24">[24]</span> -they can possess ability to produce properly -proportioned forms they must develop their -movement in the proper direction. They must -be led to understand that the mere free and easy -action of the arm in any direction is not necessarily -a movement that can be used in writing.</p> - -<p>To insure against too slow a movement it will -be necessary to use some measure for time. -Counting is a good means of regulating the movement; -it keeps the class working enthusiastically -together, and gives an idea of how fast to practice. -One count should be given for each down stroke. -The count, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; 1, 2, 3, -4, 5, 6, 7, 8, 9, 20; 1, 2, 3, 4, 5, 6, 7, 8, 9, 30, etc., -to one hundred is advised for straight strokes and -ovals. All pupils counting in concert with the -teacher at the rate of about two hundred down -strokes per minute is effective, as the oral count -relieves the muscular tension that is apt to prevail -at this time. Insist that every arm move -from the shoulder and that each pupil feel correct -movement and observe his own arm. It is -advisable to use the watch, and time pupils daily -on a part of all drill work. If the count be too -rapid, nervous spasmodic movements will result; -if too slow, the fingers or wrist joint will be apt -to act, and finger movement will be the result. A<span class="pagenum" id="Page_25">[25]</span> -steady rhythmic beat is essential, to tone down -the speed of the nervous and erratic and inspire -the slow ones into more rapid response.</p> - -<p>There is a subtle influence in the sprightly musical -count as well as in the conversational count, -such as “round, round, round,” or “light, light, -light,” to induce proper width to a narrow oval, -or lightness to a heavy line. A mistake that is -fatal to early progress is frequently made by allowing -pupils to take the pen in hand to write -before automatic movement is gained. Much -drill on relaxation and study of the writing machine -and attention to rhythm work at the correct -speed is necessary at the beginning of each lesson, -to make for automatism. Sufficient speed to discourage -finger and induce muscular movement -must be insisted upon at all times.</p> - -<p>At this point it will be observed that pupils -vary in regard to their ability in the use of free -movement. The group plan meets this difficulty -very successfully. Some allowance must be made -for new pupils, those habitually irregular, and for -the slow pupils in rooms where children have not -been segregated for ability.</p> - -<p>When all is done that can be done by the class -plan to make pupils understand relaxation, posture, -and motive power, we find that there will<span class="pagenum" id="Page_26">[26]</span> -still be some who have not made sufficient progress -to advance. The important question is, -when are these pupils going to have an opportunity -to learn? How can encouragement be offered -to those who have done well, and at the -same time continue repetition of what is necessary -with those who have accomplished but little?</p> - -<p>The group plan is advised by many successful -teachers. Assign pupils who have done well and -who can practice in the right way to seats at the -left of the room (“A” group) as the teacher faces -the class, it being understood that those who -prove themselves unworthy of being in the “A” -group will have a place in the “B” group. After -the segregation is complete and the plan under -way it will be well to keep a check on the “A” -group; some pupils forget quickly when left to -themselves, while it develops independence and -pride in others. The “B” group will occupy the -rows to the right of the teacher as she faces the -pupils, and by stepping to the extreme right side -for the survey every hand may be seen while at -work. The members of the “B” group understand -that they are there because they need special -help, and will be promoted as soon as they -learn the lessons already mastered by the “A” -group. At the beginning of every lesson a careful<span class="pagenum" id="Page_27">[27]</span> -but brief review will be necessary of the points -that the “B” group is expected to learn. The entire -class should give attention at this time.</p> - -<p>The “B” group is still preparing with the handle -end of the pen while the “A” group will be -actually making lines. Economy of time should -be studied, or the period will be wasted; both -groups must be kept busy all the time. The same -count will answer for both divisions. Occasionally -it will be well to give the “A” group a certain -amount of work to accomplish and to note if it -is done within the right time limit. They are to -compare carefully with their models and also to -work for improvement in the product without -special instruction. The “B” group will not make -so many exercises but their posture and movement -will be growing stronger every lesson. In -order that they may not become discouraged, it -is well to let them make some of the exercises -each day but the greater part of the time should -be given over to rapid changes of relaxation, posture -and movement until these essentials are -thoroughly ingrained. The “B” group will be -greatly helped by working at the board, to the -same count that the “A” group uses at the seats. -Once during the lesson allow the “B” group to -rest and watch the “A” group work. The pupils<span class="pagenum" id="Page_28">[28]</span> -in the “B” group will not cover as much subject -matter as will the “A” since it is composed of the -new pupils and those who have the greatest difficulties. -No pupil should be promoted to the “A” -group until he assumes correct posture in all -written work and can make ovals, straight strokes -and short words with correct movement. He -must prove his ability as an independent worker -and show reasonably good results in order to be -considered an “A” pupil.</p> - - -<h3>VISUALIZATION OF LETTER FORMS</h3> - -<p>It has been said, “The three arts of education -are seeing, reading, thinking. The boy who -learns to see is awakened; the boy who learns to -read is enriched; the boy who learns to think is -emancipated.” Why does not an artist always -make a desirable and pleasing picture? Perhaps -it is because he does not see the subject correctly -or to advantage, or perhaps he has not mastered -all the mechanical difficulties. It is for the teacher -to decide whether all has been done that can -be done to assist the pupils to see the model letter -form correctly. Perhaps there exist mechanical -difficulties in posture and movement that -prevent a free execution of the letter form that -may exist in the mind.</p> - -<p><span class="pagenum" id="Page_29">[29]</span></p> - -<p>Pupils should understand that they are to educate -the head and hand together. Concentration -on correct forms goes hand in hand with practice. -Some pupils have greater aptitude than others -toward perception of form; it is certain that -the hand will not learn to reproduce constantly -a form that has not been fully and entirely idealized -by the mind. It has been discovered that human -beings vary greatly in the completeness, definiteness, -and extent of their visual images. Pupils -should be impressed through as many sense -channels as possible. Some learn through explanations, -others through demonstrations at the -board, still others by working at the board themselves. -Out of this variety of impressions each -pupil will find the one that is most lasting for -himself. Every penmanship teacher should recognize -this principle of multiple impression.</p> - -<p>Mental pictures are what we mean when we -speak of “noticing” things. We think we are noticing -all sorts of things during our waking hours; -as a matter of fact, we recognize fewer things than -we suppose. Ask a pupil to describe any familiar -object and prove this statement. If you -point out the various characteristics he will -quickly see them, and will be likely in future -trials to see them; but if left to himself he would<span class="pagenum" id="Page_30">[30]</span> -need a great deal of time to become familiar with -the main features. Frequent review of model -letter forms is necessary, for it keeps our minds -fresh and helps to reveal new and hitherto unthought-of -aspects. Each view well considered, -then put aside, freshens us for the next one. We -are thus led to make trials and discover relations -which otherwise would remain hidden. Many -pupils, for the most part unsuccessful, never get -so far as that. Many who fail believe that they -have seen all there is to see, take up something -else, or do nothing.</p> - -<p>Pupils may be led to observe the forms of letters -and their common characteristics through -variations of common principles. To illustrate: -many letters are modifications of the oval exercise, -near or remote. In almost every writing system -on the market we have four, the O, A, C, and -E. Modifications of the straight stroke are more -numerous still; then we have letters that show a -combination and modification of the two exercises. -Pupils should be able to see and describe -just which stroke gives slant and character to the -letter. There is a striking analogy in the beginning, -ending, and width of many of our letters.</p> - -<p>Very rarely is the image the exact reproduction -of the percept; it differs in distinctness, outline,<span class="pagenum" id="Page_31">[31]</span> -detail, and sometimes even in most important -qualities. Look at the model letter, close the -eyes, you will still see the form. Retentive and -reproductive powers are at work, while the image -is in process of formation. Form perception, and -other mental pictures than what we are striving -for, are present and act upon and modify present -percepts.</p> - -<p>Let the room be quiet, so quiet that there is -nothing to distract. Require the pupils to lay -their heads on the desks, shut their eyes, and rest, -not for long, for fear of day dreams. Without allowing -them to awake from their playsleep, picture -in brief vivid statements, without repetition, -or unnecessary detail, the parts of a letter. Raise -the heads, open the eyes, take pens and ask pupils -to reproduce a picture of the letter just described.</p> - -<p>In effective visualization certain conditions -must be fulfilled. In the first place the exposure -must have lasted for a sufficient length of time, -very much as is required in photography. We -can gain no mental picture of things where the -exposure is too brief.</p> - -<p>A careful study of letter forms must engender -the habit of observation and knowledge of the -difference between accuracy and vagueness. Since -penmanship is one of the manual arts it will<span class="pagenum" id="Page_32">[32]</span> -be executed definitely right or definitely wrong. -Chamberlain on the value of manual training -says: “The more accurate the work in hand, the -less likely is doubt and uncertainty to play a part. -In grammar and history a mistake upon the pupil’s -part may easily pass unchallenged. The student -glides over an error unconsciously or without -intent; and even the teacher may not detect -the fault. In a word both the teacher and pupil -are likely to be deceived. In the shop or in the -cooking room it is quite different. Be the box -too short, the metal too thick or too thin, the -joint too loose, the basket askew, the stitches uneven, -or the ingredients improper in proportion, -little doubt need enter the pupil’s mind as to the -rightness of his work.”</p> - - -<h3>PRACTICE</h3> - -<p>A few years ago Dr. Gulick laid down the following -hints on training for the boys in their athletic -work in New York City:</p> - -<p>1. Always warm up slowly and cool off gradually -when finished.</p> - -<p>2. Stop practice when you are exhausted.</p> - -<p>3. Dress lightly for practice or competition.</p> - -<p>4. Practice regularly, a little each day if possible.</p> - -<p><span class="pagenum" id="Page_33">[33]</span></p> - -<p>5. Have regular hours for eating and sleeping.</p> - -<p>6. Don’t smoke.</p> - -<p>To a person who has the correct perspective on -the penmanship habit the application of the hints -enumerated will seem quite reasonable. To train -in any line, one must practice. Repetition is -necessary, and the time element essential, as it -takes many efforts to accomplish the desired end, -good penmanship. The muscles to be trained are -large, and the conventional forms are small.</p> - -<p>With a little forethought and planning the -practice period may be varied, live and interesting. -Everyone must learn, sooner or later, that -much discipline may be gained by keeping steadily -at work not interesting in itself. James says: -“We have of late been learning much of the philosophy -of tenderness in education; ‘interest’ must -be assiduously awakened in everything, difficulties -must be smoothed away. Soft pedagogics -have taken the place of the old steep and rocky -paths to learning. But from this lukewarm air -the bracing oxygen of effort is left out. It is nonsense -to suppose that every step in education can -be interesting.”</p> - -<p>Thoughtless practice might much better be left -undone. There is no use in trying to excuse careless -work to oneself with the thought, “I won’t<span class="pagenum" id="Page_34">[34]</span> -count this time.” Each careless stroke is being -registered though we do not count it; for nothing -we ever do, strictly speaking, is ever wholly -blotted out. Paths frequently and recently trodden -are those that lie most open, and those which -may be expected most easily to lead to results.</p> - -<p>The first practice may be difficult, for the nervous -and muscular systems have a new lesson to -learn. The second and third trials will be easier, -for the body has begun to recognize what lies before -it. The following attempts will steadily become -easier. A path means economy in traveling. -The muscle should work with a fatalistic -steadiness; if so, the result must necessarily be -work done in a clean and finished manner.</p> - -<div class="figcenter illowp100" style="max-width: 40.625em;"> - <img class="w100" src="images/i045.jpg" alt="" /> - <div class="caption"><p class="center"><span class="smcap">Ready for Drill</span></p></div> -</div> - -<p>To be concrete, let us presuppose a thirty -minute practice period in muscular movement -penmanship, under fairly favorable conditions. -The desk should be adjusted for physical comfort. -The light should come from the left side. Loose -sheets of good quality paper eight by ten and one-half -inches in size, with three-eighths inch spacing -should be furnished. At least two sheets should -be placed under the one being used, that the penpoint -may be saved extra wear. A fluid ink that -flows freely is best. A coarse, flexible pen, blotter, -and ink-wiper complete the list of supplies. It<span class="pagenum" id="Page_35">[35]</span> -is assumed that the adopted manual containing -instructions and model letter forms is always on -the desk for reference during the practice period.</p> - -<p>Our first aim should be to get the mind and -muscle into action. To this end at least two -hundred two-space straight strokes or the same -number of ovals should be made in one minute. -Secondly, this will assist in the form building of -the letter to be mastered, which let us assume is -the capital O. A light smooth line will be obtained -by limiting the amount of ink. Make at -least two hundred strokes with one dip of ink. -Correct speed will be best obtained by requiring -the time limit in all drill work. Correct slant -should develop as a result of the correct teaching -of the straight stroke exercise.</p> - -<p>Having done this preliminary drill we are now -ready to consider the second point of the lesson, -namely, the making of the letter O. The first -consideration is the general form. By comparison -with the model we find a striking analogy in -width and slant, to the form of the oval. The -ending stroke and the points that characterize -the letter must be observed, and lastly, the size -is to be noted. Close the eyes a moment and see -if the image is fixed. Prepare to write by using -the handle end of the penholder until the right<span class="pagenum" id="Page_36">[36]</span> -rhythm has been established by counting one, two, -for the first O; three, four, for the second O; five, -six, for the third O; seven, eight, for the fourth -O; nine, ten, for the fifth letter of the group. Five -“make believe” letters is the result of this count; -we can easily make three groups of five each, -across the page. Time consumed will be one -minute for sixty to seventy-five letters. When -the muscular adjustment is perfected through -this preparatory motion, then, and then, only, -are the pupils ready to write. Write and compare -with the model, time and again. If the letter -has been visualized correctly, each child will -be able to criticize his own work effectively. Glaring -errors should be pointed out first and remedied. -Work on this letter might occupy the main -portion of the writing lesson for many days before -passing to another letter form.</p> - -<p>Any class that has been drilled correctly on -the ovals, straight strokes and capital O should be -able to apply the movement acquired to a short -word and this perhaps forms the most important -part of the lesson. For example take “Omen,” -spelling the letters aloud, capital O-m-e-n. Words -so dictated should be executed by junior high -school pupils and adults at the rate of at least -fifteen to eighteen per minute. This will prevent<span class="pagenum" id="Page_37">[37]</span> -any possibility of a return to finger movement at -this time. Dictation of letters is quite effective -with slow pupils. The application of movement -to a word, at the close of each lesson, will lead the -pupils quite unconsciously into a better movement -of all written work. Here they get the help -along the lines necessary to steady and modify the -movement, and a chance to get into the swing of -actual writing without too much thought as regards -the content. Such drill serves the same -purpose in penmanship that scale practice does -in music. The writing of words at the close of -each lesson serves as the connecting link between -the theoretical drill work and practical writing. -Such daily drill work as just suggested at the -close of the writing lesson will effectually eliminate -the sharp line of demarcation between the -drills and “real writing.” In a short time a list -of words will be the result, and these with others -may be combined into sentences. The supplementary -words given should incorporate all the -small letters of the alphabet; the one-space letters -first, thirteen in all, then the loops above the -line, <em>b</em>, <em>f</em>, <em>h</em>, <em>k</em>, and <em>l</em>; loops below the line, <em>g</em>, <em>j</em>, <em>y</em>, -and <em>z</em>; and lastly, those irregular in height, <em>p</em>, <em>t</em>, <em>q</em>, -and <em>d</em>. A fair allotment of time for the above -suggestive plan would be five to ten minutes on<span class="pagenum" id="Page_38">[38]</span> -ovals and strokes; ten to fifteen minutes on the -letter O; and five to ten minutes on the word-practice.</p> - -<p>The group plan seems to be the only logical -method of reaching all pupils with the instruction -necessary to their peculiar needs. The advanced -group will be learning to act independently, while -the other will be learning basic principles. -Friendly criticism and rivalry should be fostered, -by comparing the method by which results were -obtained. Let one group watch the other work. -Let the group watching count for the other and -change about. Generally, the entire class work, -if any, should be posted, unless it be known that -a certain page is posted because of its special -merit. Pupils should be taught at the outset that -team work in a drill subject is what counts and -should take proper pride in good work as a class. -Every class will produce a few good writers. In -many schools a new lesson is not taken up before -seventy-five per cent of the pupils have accomplished -the preceding lesson well according to -standards previously agreed upon. It is often -impossible for all members of a class to attain -perfection in penmanship. We do not demand -that in other subjects.</p> - -<p><span class="pagenum" id="Page_39">[39]</span></p> - - -<h3>APPLICATION OF THE CORRECT HABITS -TO DAILY REQUIREMENTS</h3> - -<p>The muscular movement writing habit should -become automatic when pupils have developed -enough skill through exercises to apply the movement -consistently to all written work. The best -skilled teachers might give a lesson daily in any -grade, but unless the principles inculcated during -that lesson are followed conscientiously during -the remaining periods of the day the gain will be -slight. If time is allotted for practice the result -is surely worth applying to all written exercises. -The Committee of Fifteen appointed to investigate -the coordination of studies in primary and -grammar grades propounded the question, “Has -penmanship distinct pedagogical value?” The -following is one of the best answers: “Penmanship -as an art is but pen drawing, as a factor in -education it should be taught more frequently in -connection with other studies. Both penmanship -and drawing suffer much from their isolated position -in the school course. We therefore need to -teach writing while teaching other subjects and -the reverse.”</p> - -<p>In grounding the movement application habit -we may well follow these maxims:</p> - -<p><span class="pagenum" id="Page_40">[40]</span></p> - -<p>First, focalize the attention of the pupils on the -habit to be acquired. Teach definitely relaxation, -posture, movement, and visualization.</p> - -<p>Maxim number two tells us to suffer no exception -to occur until the new habit is firmly rooted -in our lives.</p> - -<p>Number three calls for frequent repetition. We -must therefore give daily drill on the points that -go to make up the correct writing habit.</p> - -<p>Fourthly, “Don’t preach too much.” Lie in -wait for the practical opportunities, and get the -pupils at once both to think and to act. Such opportunities -are never lacking, since so many lessons -are conducted through the medium of the -pen.</p> - -<p>Lastly, keep the faculty of personal effort alive -by a little gratuitous exercise every day. After a -high degree of perfection has been reached it is -maintained only by the follow-up system of daily -effort directed toward the retention of the habit.</p> - -<p>The habit of movement application demands -vigorous and continued effort; the exertion may -possibly be so great that the pupil is temporarily -more discommoded than by his former habit. If -the wise course is pursued the old disability will -vanish, a new path will be made in the brain, -and application of movement will be established.</p> - -<p><span class="pagenum" id="Page_41">[41]</span></p> - -<p>The main problem with every teacher is how -to assist pupils in linking up the principles that -have been mastered, namely, correct posture, and -movement applied to drills and short words with -the practical writing. The drill on short words -will prove as valuable as any other part of this -theory work. By the laws of association, pupils -will connect the muscular sensation of the short, -rapidly written word, with what is required when -a variety of longer words or sentences is dictated.</p> - -<p>At the beginning of every lesson in which writing -is used as a vehicle for thought, attention to -the correct habit will be the means of setting -many pupils right, and of increasing from week -to week the number of those who do all writing -with muscular movement. Finally, all incorrect -movement will be eliminated, and we may then -return to visualization. A proper balance must -be preserved in regard to seeing and doing, or our -results will be one sided. When a pupil “finds” -himself with reference to the application of movement -problem, attention may be almost equally -divided between retention of that movement and -form building. By the time form is established -movement will be second nature, and with a little -continuous practice will never be lost.</p> - -<p><span class="pagenum" id="Page_42">[42]</span></p> - -<p>It is time to require all written work to be done -with muscular movement when pupils can make -good two-space ovals, four hundred across an -eight inch page, and straight strokes in the same -manner; have visualized one capital letter and -can make it at the right speed per minute, for -example, sixty to eighty O’s per minute; and can -write short words such as “men” and “mine” with -correct movement, in correct posture, and within -the correct space limit. An easy way to begin -is to require application to the subjects where the -mind is least concerned as to the content, for example, -the spelling lesson.</p> - -<p>If pupils have been taught to turn the searchlight -of investigation on their own habits they -will be entirely conscious of the feeling of mastery -that takes possession when muscular movement -becomes automatic.</p> - -<p>Those who have not thus succeeded should -look well into the basic principles of relaxation, -correct posture, and movement, especially as applied -to letters and short words. Study the hand -and arm in its preparatory motion while working -at the correct speed. Care should be exercised -that there be no movements of the joints of the -wrist, thumb or fingers. Alternate the preparatory -motion with writing until the sensation of -mastery prevails.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_43">[43]</span></p> - -<h2 class="nobreak" id="Chapter_III"><span class="smcap">Chapter Three</span> -<br /><span class="cheaderfont">THE GENERALLY ACCEPTED SOLUTION: MUSCULAR MOVEMENT</span></h2> -</div> - -<h3>CONSERVATION OF HEALTH A PRIME FACTOR IN -THE SOLUTION</h3> - -<p>Truly, necessity is the mother of invention. -At the dawn of the present commercial age, the -finger movement and even the slightly improved -combined movement were forced to give way to -some method more rapidly executed. Whole -arm movement also proved inadequate. The -method that has made the commercialization of -penmanship possible is that of muscular movement. -By this method only are the fingers relieved -from furnishing the power which should -rightly come from the large muscles of the arm. -Muscular movement, as applied to writing, is a -rotary motion with the large muscles of the forearm -for a center while the fingers, though not -held rigid, are not permitted any movement of -their own. This movement takes place from the -shoulder, the pivotal point, with the weight of<span class="pagenum" id="Page_44">[44]</span> -the arm resting on the desk. Muscular movement -method does not emphasize prescribed -forms so much as proper method of execution.</p> - -<p>It is no special wonder that the leading educators -of the day are now investigating penmanship. -Changing from the slant to vertical, and -now again to the slant, what is the average teacher -to conclude? What shall she teach indeed if -she is convinced at all regarding any system of -penmanship, or is qualified to teach any method?</p> - -<p>The person who makes practical use of penmanship, -the one who uses it to help him earn his -daily bread, points the way. It matters not if -he calls it muscular movement or if he ever saw -a penmanship teacher. Watch such a person and -observe his method. Observation will reveal that -practically all use what we term a muscular -movement slant method. It takes the practical -person only a short time to discover the method -that will best conserve energy, economize time, -and, above all, lead to writing which will prove -readable and attractive. It is a method of such -character as fulfills all necessary requirements -and thus proves the useful tool.</p> - -<p>Because we are a practical people, the public -is now looking forward to results from the formal -writing lesson. Teachers should expect the same<span class="pagenum" id="Page_45">[45]</span> -degree of excellence to come from penmanship -instruction as from correct teaching of mathematics, -history, reading, or any other subject in -the curriculum.</p> - -<p>It has been remarked many times that commercial -schools and business men have put the -stamp of approval upon the muscular-movement-slant -method rather than upon any other. The -reason is obvious. In fact, commercial schools -have been the missing link between the oft-times -theoretical public school and the actual business -world. Commercial schools have found it possible -during their short course of six or eight -months to give our elementary school pupils an -asset that the public schools have failed to bestow -in as many years.</p> - -<p>With the present day crowded curriculum it -has been found necessary to adopt some method -by which the time consumed in the preparation -of the written lessons might be shortened. Again -muscular movement slant method came to the -rescue, this time to the elementary school pupils.</p> - -<p>There is a certain amount of energy available -in the nervous system. Discreet use of this energy -is a lesson dearly bought by many. The automatic -writing habit conserves energy and prevents -diffusion of effort. In writing one’s<span class="pagenum" id="Page_46">[46]</span> -thoughts, the mind should be occupied only in -rendering the thought into correct English. To -be truly useful the art of writing must finally be -done with the muscles and not with brain energy. -That we may save any draught on the intellectual -power we should be entirely unconscious of the -execution of the forms.</p> - -<p>Men are constantly at work in the business -world devising schemes whereby energy and time -may be economized. Cannot the schools do their -share in this great scheme for the betterment of -humanity? We should teach pupils an energy-saving -manner of expressing themselves upon -paper. How much useless nerve force is applied -daily by pupils of all ages in forcing the pen along -with the fingers in such a way that it is only less -painful to the observer than to the performer? -Why not try to assist in ending this useless waste -of energy in the school world by directing a reasonable -amount of energy into the correct channel? -How much of our energy is misdirected -daily when we should be making it our ally? We -should fund and capitalize all energy, and at last -live at ease upon the interest. The more details -we can hand over to automatism, the more our -higher powers of mind will be set free for greater -work.</p> - -<p><span class="pagenum" id="Page_47">[47]</span></p> - -<p>Children are the nation’s most valuable asset. -Vision is the first faculty in order of importance. -How can it be best conserved? A proper regard -for the future usefulness of the eyes of the pupils -requires that a departure be made from the method -now prevalent of demanding so much written -work. A keen observer who realizes the true nature -of a child will postpone the requirement of -written language and fine print reading until a -time when the more delicate eye muscles are -properly developed and able to stand the strain. -Muscular movement writing makes conservation -of vision possible because it demands first, last -and always, correct posture and proper lighting.</p> - -<p>Nearsight is frequently brought on by straining -the eyes to see objects, and especially small -blackboard writing, at a distance. Light shining -on the board causes a glare, and when pupils are -sitting so that the work on the board is seen at a -trying angle the result is harmful to the eye. All -work placed on the board during a penmanship -demonstration, or at any other time, should be -executed large enough and with lines so bold -that pupils in the rear of the room may see it -plainly without eye strain.</p> - -<p>Correct posture while writing precludes a -tendency toward curvature of the spine, and also<span class="pagenum" id="Page_48">[48]</span> -saves the eyes unnecessary strain. Numberless -people sit and write more hours than they walk or -ride. Who would presume to question the value -of correct posture while walking, in its relation -to good health? We are painfully inconsistent, -when the writing habit is in operation, with regard -to many of the laws that make for good -health.</p> - -<p>Only as we work toward the saving of energy -for ourselves and others are we keeping step with -the progressives who are teaching conservation -from the kitchen to forestry. Surely our aim -should be the greatest accomplishment with the -least expenditure of energy.</p> - - -<h3>ECONOMY OF TIME A RESULT OF THE SOLUTION</h3> - -<p>Second only in importance to conserving the -health by economizing energy through muscular -movement is the time saving element. People -who would recoil from ordinary thieving are often -guilty of dishonesty of a kind that is closely akin -thereto. We joke over our own poor handwriting -and moan over that of our friends, yet we -would be greatly startled were we actually to -compute the number of priceless hours wasted -every day by busy people trying to decipher illegible<span class="pagenum" id="Page_49">[49]</span> -writing. Not only time but temper as well -is destroyed. Quite as painful, only less annoying, -to the economist of time is the accurately -drawn script that we know consumed fully three -times as much time as should have been required -for its execution.</p> - -<p>In many schools we find that the method of executing -written lessons is not equal to the need. -Then also, we have pupils taking several times -as long as should be required for written spelling -or composition. Muscular movement will reduce -several fold the time necessary for all written -work and the benefits will not end there, for better -quality in the content will result. The pupil -will be left free to dictate and the hand will obey -quite unconsciously.</p> - -<p>We constantly hear the plea, “We cannot teach -writing; we have not the time.” Would it not -be well to make some computations at this point? -Compare a class or school that uses a good muscular -movement, acquired through a formal writing -lesson of from twenty to thirty minutes daily, -with a class in which penmanship is hit or miss. -The latter irregular habit always results in an irregular -slant and finger movement. Judge then -if it would not be well to teach pupils to save -time. We carefully consider how to minimize<span class="pagenum" id="Page_50">[50]</span> -waste of energy in a machine. Is the human machine -of less importance?</p> - -<p>Since penmanship is used largely as a vehicle -for expression to convey the mental product to -others, is it not reasonable that we employ the -easiest and speediest method of transportation? -It is convenient to be master of a method that can -record thought as fast as the mind shapes it. The -right method will aid thought, not impede it.</p> - -<p>Henry Maxwell, as a workman, began to study -the length of time he required to each part of a -job. He kept a record and studied it. He then -busied himself seeing where he could cut down -all unnecessary strokes. He found that on a certain -six hour job all but two hours and forty-seven -minutes were consumed by bad planning, poor -tools, and needless movements. Maxwell, as a -master craftsman, is one of the all too rare people -who are setting things in order. Everything -can be provided more easily as a result of the -work of a man like him. He opens up the possibility -of leisure through the saving of labor.</p> - -<p>Assuming that not more than five or ten minutes -were saved by the pupil during each written -lesson, think of the total saving per day, per week, -per month, not to mention the saving of time to -that same man or woman when his school life is -over and school of real life begins.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_51">[51]</span></p> - -<h2 class="nobreak" id="Chapter_IV"><span class="smcap">Chapter Four</span> -<br /><span class="cheaderfont">PREPARATION OF THE TEACHER</span></h2> -</div> - -<h3>THE TECHNIQUE OF THE SUBJECT</h3> - -<p>To fit oneself from year to year for the ever -increasingly difficult task of teaching is a serious -problem. We are to some extent compensated in -a material way; our chief payment, however, is -in the consciousness that through newly acquired -knowledge our methods are improved, and the -reflection is mirrored in the quality of our work. -That methods presuppose a knowledge of the subject -matter, is necessarily as true in the science of -muscular movement penmanship as in other subjects -less homely and less practical. The indispensable -accompaniment is inspiring instruction -suited to the inculcation of the proper habit on -the part of the class. Too often we forget that -anything that is worth possessing is paid for in -strokes of daily effort. By neglecting the necessary -concrete labor, by sparing ourselves the -daily effort, we are standing in the way of obtaining -the desired final results.</p> - -<p><span class="pagenum" id="Page_52">[52]</span></p> - -<p>All will agree that results speak. Shall we not -then be repaid for our trouble when pupils mirror -the reflection of our labor? Having personally -mastered the difficulties of the subject, the -teacher and supervisors are aware of the pitfalls -which await the pupils. Only then do we cease -to be theorists and become capable of demonstrating -the truth of our methods. Uniformly good -results may be obtained in almost any class if -proper instructions are followed. If we are not -obtaining good results in the product our methods -are at fault. Could a teacher without knowledge -of reading or of numbers devise suitable methods -for presenting reading or numbers? Surely, the -teacher cannot teach that which he does not -know, be the subject penmanship or astronomy. -Neither is the ambitious teacher content with a -partial knowledge of any subject. Unless intensive -knowledge of a subject obtains, no teacher -will be able to follow successfully second hand -methods.</p> - -<p>It is significant that the Normal Schools require -their graduates to qualify in the useful art -of practical penmanship. Many teachers have -found that the correspondence method is well -suited to and fulfills their needs for a complete -penmanship training. Universities now offer<span class="pagenum" id="Page_53">[53]</span> -summer courses in penmanship. Supervisors frequently -give weekly drill classes for unqualified -teachers upon which attendance is obligatory or -optional. It is the regret of many of our best -teachers who have been in the service for some -years that they did not have opportunity or were -not required to qualify in penmanship earlier in -their educational career. Unless an inexperienced -teacher knows how to teach intuitively, -ludicrous blunders will be made. If knowledge -be lacking regarding any branch, the quality of -the young teacher’s work will be still less desirable. -The everlasting <em>how</em> will confront the -teacher every day, and each time it will be necessary -to find an answer.</p> - -<p>It is unfortunate for our schools that so many -teachers feel that they can succeed in teaching -penmanship without themselves knowing how to -write. To know only the first few principles will -not be sufficient, though they are not to be underestimated. -To complete the structure we must -build upon the firm foundation of first principles -a crude but proper framework. When this is -firmly reinforced, we put on the finishing touches. -Many do not get further than the foundation; -others stop at the next important stage, the crude -product; while others who are persevering work<span class="pagenum" id="Page_54">[54]</span> -to the end and have the satisfaction of enjoying -the beautiful structure complete.</p> - - -<h3>THE ABILITY TO SECURE RESULTS</h3> - -<p>There are few successful teachers who are not -good psychologists and who therefore do not -know the process by which growth is secured. -Knowledge is the cornerstone of the foundation. -However it is not enough that we know the subject -which we are to teach; we must have the ability -to impart knowledge that the self-activity of -the pupils may induce growth.</p> - -<p>All teachers are not endowed alike with this -wonderful gift. It is also a truism that to realize -one’s shortcomings in this direction is the first -step. If the pupils are not interested, and response -cannot be obtained, let us look for the direct -cause in the teacher and for the indirect cause -in the supervisor. The far seeing teacher will -aim to surround the penmanship lesson with the -proper atmosphere at the outset. As pupils are -more interested in seeing what is done than by -abstract explanation, a few skillful and telling -strokes at the desk or on the blackboard will -serve as a much greater inspiration than for the -pupils to come into the room and sit before a<span class="pagenum" id="Page_55">[55]</span> -model that has been executed while they were out -of sight.</p> - -<p>Skillful questioning and holding the entire -class for answers is of great advantage when visualizing -letter forms, and again when criticising -and comparing results. The laws of cause and -effect operate in penmanship as surely as they -operate elsewhere. What is the cause of incorrect -slant, a heavy stroke or a careless form? -Pupils who know how to think may be put on -the right road by being taught to criticize their -own work.</p> - -<p>It is one thing to impart the knowledge one -may possess of correct execution; the obtaining -of results is quite another. Many a teacher has -been greatly discouraged when a view of the results -was obtained because close observation revealed -that pupils had not comprehended the idea -which the teacher intended to convey. Let us -adopt new methods or modify old ones until desirable -results are obtained. The pupils are -placed under our care that they may have an opportunity -to gain some of the knowledge and skill -of which we, as teachers, are supposed to be in -possession.</p> - -<p>The best proof that the imparting has been -clear, logical, and effective is in the quality of the<span class="pagenum" id="Page_56">[56]</span> -results so easily observed in the penmanship class. -Every lesson is a new record of what has already -been grasped by the pupils or a presentation of -something new, or better still, a combination of -both. Enthusiasm is one of the most essential -points to be gained by the class. It must actually -be experienced before it can be imparted to the -pupil. If it is not felt by the teacher the next -duty is to induce it by look and act.</p> - -<p>The unconscious influence of the teacher cannot -be measured. With pupils, teachers are more -than ideals; they are realities. The personal influence -is more lasting than the particular system -that is taught. A competent teacher must be the -master of the situation. Little inspiration can -be created by the timid teacher. Originality, individuality, -attractive personality, courage, confidence, -ease of manner, firmness, tact, initiative—these -are desirable assets for the penmanship -leader. Such a leader has a ready following.</p> - -<p>A penmanship teacher must balance enthusiasm -with tact, system, and resourcefulness, and be -ever on the alert to discover the individual needs. -Tact plays a very important part in penmanship -instruction for by the exercise of it we are led to -say and do the right thing at the right time.</p> - -<p>True, we get no more out of this subject than<span class="pagenum" id="Page_57">[57]</span> -we put into it. Let us be more pedagogical in imparting -this subject. Let us outline a penmanship -lesson as carefully as we would other lessons. -The result will justify the labor.</p> - - -<h3>THE PENMANSHIP PERSPECTIVE</h3> - -<p>Penmanship is entirely too isolated, and the -value of cooperation and correlation are not sufficiently -recognized. Young America demonstrated -this perfectly when at the beginning of a -written spelling test he asked if he should write -it with muscular movement or with his “real -writin’.” To him the drill that was supposed to -make for the correct writing habit had not taken -hold. He failed to associate the practice method -with practical work. Again, great tact must be -exercised in the attempt to correlate the penmanship -with other subjects, lest in an unguarded -moment a teacher may tire the pupils and thus -defeat the much sought-for end.</p> - -<p>Colonel Parker says: “The present trend of -study, investigation, and discovery in the science -of education is toward the correlation and unification -of educative subjects and their concentration -upon human development. All subjects, -means and modes of study are concentrated under<span class="pagenum" id="Page_58">[58]</span> -this doctrine upon the economization of educative -effort.”</p> - -<p>Persistence on the part of the teacher is absolutely -essential, for pupils will forget and must be -constantly reminded. If on all occasions the -teacher of English or other subjects will bring a -due amount of pressure to bear upon the class -during all written recitations and take the proper -share of responsibility, good results will be rapidly -noted. On the other hand, we should have -scant respect for the penmanship teacher who habitually -uses poor English and who is not pedagogical -in the presentation of the subject.</p> - -<p>Since it is common to evaluate subjects in -terms of credits, would not a system of daily -credits in writing tend to dignify the subject? -Would not this react upon the pupil in a desirable -way? As the matter now stands in many -schools no credit is given to encourage; only complaints -are heard when the work is not up to -standard.</p> - -<p>We do know that all pupils who enter the commercial -department of our public schools soon -take it for granted that penmanship is a part of -their stock in trade. The laws of necessity are -plainly followed. These pupils have credits for -penmanship.</p> - -<p><span class="pagenum" id="Page_59">[59]</span></p> - -<p>In the requirements for good penmanship, consistency -should be shown from the lowest to the -highest. The closest cooperation from the superintendent -down to the first grade teacher is urged. -Set a standard, and bring the pupils up to it, as -is done in other subjects. One grade teacher may -teach well, another poorly or indifferently, and -thus the pupils are passed along. The school system -where this prevails may be compared to a -chain with now and then a weak link. Unless -there is unity and cooperation among teachers -the subject suffers greatly. The right kind of supervision -is helpful, but it cannot accomplish all -things. Not infrequently we hear the remark, -“I am not the penmanship teacher; Miss So-and-so -teaches all the penmanship.” Our “second -speech” is too important a matter to be left to -one person unaided. Upon whose shoulders shall -be placed the responsibility? If a school does remarkably -excellent or noticeably poor work in -any subject, whose is the reward or the blame?</p> - -<p>The proper attitude of the Superintendent and -the principal will go far to popularize any subject, -penmanship no less than any other. This attitude -will be reflected unconsciously upon the -teacher, and the pupils will be quick to take the -cue.</p> - -<p><span class="pagenum" id="Page_60">[60]</span></p> - -<p>How often is the muscular movement writing -supervisor told by the boys in particular, “My -father writes that way.” The right attitude is -established immediately because the boy sees the -relation of the school to a practical need. In fact, -parental influence is a factor to be reckoned with -in penmanship and the thoughtful teacher will -do well to inquire into the attitude of the parents -toward this useful art. Many times it means leverage -for the teacher. In case the pupil is old -enough to realize a motive for improving, the influence -of the teacher alone may be sufficient. On -the other hand, the boy frequently decides to follow -the occupation or trade of his father, without -regard to capacity or aptitude. Vocational guidance -is essential.</p> - -<p>In the consideration of this subject, by parents, -superintendents, principals, and teachers, let us -not forget that we are living in a rapidly changing -age, that we should ever be on the alert to study -the present day needs, and that an open mind is -essential to progress.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_61">[61]</span></p> - -<h2 class="nobreak" id="Chapter_V"><span class="smcap">Chapter Five</span> -<br /><span class="cheaderfont">SUITABLE EQUIPMENT AND MATERIALS</span></h2> -</div> - -<h3>TEXT</h3> - -<p>When the conclusion has been reached that -some muscular movement system should be followed -in order to inculcate the best writing habit, -it still remains to select the text. Great care -should be taken in this. A satisfactory text should -abound in instructions to be read until fully understood, -and illustrated with a sufficient number -of models to answer all purposes of visualization. -The text should be of convenient size; the drills -and cuts should be arranged in a logical manner. -The instructions should be in such simple language -that all pupils can comprehend them. A -manual with model forms only for the lower -grades would prove very helpful, the teacher supplying -the instruction. First grade pupils should -write on the blackboard, but only from correct -models placed there by the teacher in the presence -of the pupils. Many primary grade educators<span class="pagenum" id="Page_62">[62]</span> -favor no writing in the first grade except -such as is taught from the board.</p> - -<p>She would be far more than an ordinary teacher -who could give a class of pupils (without the -help of a text) the pictures in her own mind in a -sufficiently clear and vivid manner to result in -correctly executed work on the part of the pupil. -Surely all reasonable aids should be given pupils -in their efforts to learn penmanship. A good text -is as much needed in this as in any other subject. -We should laugh at the idea of teaching arithmetic -or English without the aid of the text; yet -many good school people seem to think writing -can be absorbed in some mysterious manner from -more or less indefinite word pictures and a few -blackboard copies done in a more or less skillful -manner.</p> - -<p>Again we hear of schools that arrogate unto -themselves the right to change the author’s plan, -or to accept it in part, frequently omitting the -most important and vital points. There is no -unity and no consistency in this manner of doing -things. McMurray’s question and answer along -this line is pertinent when he says, “What should -be the attitude of the young student toward the -authorities that he studies?” The answer is, -“Certainly, authors are, as a rule, more mature<span class="pagenum" id="Page_63">[63]</span> -and far better informed upon the subjects that -they discuss than he, otherwise he would not be -pursuing them.”</p> - - -<h3>BLACKBOARD AND THE USE OF IT</h3> - -<p>Much may be said for and against the use of -the blackboard. At best, it cannot supplant the -use of the text. To begin with, the blackboard -models are liable to be executed hurriedly and -therefore poorly; and again these models, however -correct, are not seen by all at the same angle. -A slate or glass board is to be preferred. This -should be placed low enough for all pupils to -reach easily. All wall space, including that between -the windows, should be utilized for blackboard. -When pupils are copying writing from the -board the window shades should be adjusted in -such a manner that the pupils’ eyes do not suffer -from the glare.</p> - -<p>Good blackboard writing on the part of the -teacher points its own moral. The teacher has -less teaching to do. Pupils imitate almost every -school room procedure from the teacher’s dress -and mannerisms to her writing. Fortunately it -is much easier to write well upon the blackboard -than upon paper and no possible excuse can be<span class="pagenum" id="Page_64">[64]</span> -offered that will cover poor board writing on the -part of either teacher or pupil.</p> - -<p>Good work on the board serves as an attraction -to the subject since the pupils are always interested -in seeing the creation of a skillful hand. It -is also indispensable in studying the construction -of letters and the teacher who can execute freely -and rapidly at the board possesses a most valuable -asset. When proper visualization has taken -place, that is, when the mental photograph has -been acquired by exposing the lens of the eye sufficiently -long, it is well to erase the model or constructive -lines and refer to the models in the text, -since these are what the pupil will aim to approach. -All work placed upon the board should -be in exact harmony with the system in use at -the writing hour, since example is more than precept -and pupils gain unconsciously by seeing the -correct forms before them.</p> - -<div class="figcenter illowp100" style="max-width: 40.625em;"> - <img class="w100" src="images/i077.jpg" alt="" /> - <div class="caption"><p class="center"><span class="smcap">Blackboard Position</span></p></div> -</div> - -<p>Just as we have pictures that exert a correct -moral influence hung in the rooms and halls, and -mottoes containing beautiful sentiments ever before -us, so should we place the correct written -forms before the pupil. Again, note the effect of -regular written work done in an incorrect manner! -Pupils will be very apt to draw the conclusion -that the models used during the writing lesson<span class="pagenum" id="Page_65">[65]</span> -and real work are two different matters. Frequently -the grade teacher will apologize to the -supervisor for the appearance of the copy. This -does not raise her in the estimation of her class, -but rather calls their attention to her short-comings. -By spending a few minutes daily for a -month any teacher may develop such excellent -blackboard work that no apologies should be -necessary.</p> - -<p>Pupils who are discouraged in penmanship will -find that good results may be obtained very easily -at the board. They must be taught at the outset, -however, that the movement at the board and -that required at the seat is quite different. Form, -rhythm, and slant should be developed first at the -board, as these three points <em>are</em> in common. By -listening to the teacher’s criticism of blackboard -results, pupils will easily become more critical of -their own work.</p> - -<p>Points to be observed in a blackboard lesson:</p> - -<p>1. The teacher should be able to make for each -pupil a correct copy in the presence of the class.</p> - -<p>2. Pupils should stand with the left side turned -slightly toward the board to insure slant writing, -and prepare to write as high as the eyes. Make -movement for the exercises in the air yet almost -touching the copy first, in order to gain correct -size and spacing.</p> - -<p><span class="pagenum" id="Page_66">[66]</span></p> - -<p>3. All pupils should write to the teacher’s -count or dictation. Require much concert work -at the board. Keep the lips closed and thus avoid -breathing dust from the crayon. Hold the crayon -between the thumb, and first and second fingers, -allowing the end not in contact with the -board to extend toward the center of the palm.</p> - -<p>4. Straight strokes and ovals on correct slant -will serve as a basis upon which to build all letters -and words. Pupils should step along with -the work as it is executed on the board, and thus -keep correct alignment.</p> - -<p>5. Pupils should be taught to do board work -carefully, whether it be a writing exercise or regular -work. Develop all difficult new drills at the -board first. Suppose the class numbers forty; allow -twenty to pass to the board for a ten minute -period, if twenty minutes is the time allotted for -a writing lesson. The groups at the seats should -be taught to do the counting for or with the teacher, -also to be alert for all errors in posture, slant -and form.</p> - -<p>6. It is very important that the line should be -made strong enough that it may be seen easily -from the rear of the room without eye strain. The -writing should be large enough to be seen easily -from any point in the room.</p> - -<p><span class="pagenum" id="Page_67">[67]</span></p> - -<p>7. When erasing use a downward stroke. Lift -the eraser on the upward stroke. This allows the -dust to drop in the trough; a good signal is, -“Erase,” “Lift,” “Erase,” “Lift,” or “Down,” -“Lift,” “Down,” “Lift.”</p> - - -<h3>PAPER</h3> - -<p>“A workman is known by his tools.” It is as -essential that good material be supplied for the -penmanship as that any other department be well -supplied as regards quality and quantity. Not -only should good paper, pencils, pens and ink be -used during the formal lessons each day, but in -every lesson wherein writing is used to carry on -the other work. Permit no scribbling, utilize every -line, keep paper in neat folders; thus economize -in the right manner, and not by the purchase -of poor equipment, which is an irritation to -teacher and pupil alike. The difference in cost -of good and poor material is slight when compared -with the results.</p> - -<p>Paper should be of such quality that the pen -will not pick up the fiber and cause blots. The -proper ruling for penmanship paper is three-eighths -of an inch (26 points). Size of letters -and space between letters will be more easily developed<span class="pagenum" id="Page_68">[68]</span> -by the use of the ruling suggested than -by the use of unruled paper. Only in upper grades -where good work obtains should an attempt be -made to use unruled paper for the writing lesson. -Size of sheets for lower grades should be not more -than six by eight inches. Upper grades may use -a sheet eight by ten and one-half inches. Writing -on thick tablets should not be permitted. Use -loose sheets of paper, always having the top sheet -padded by one or two extra ones beneath to save -wearing the penpoint needlessly.</p> - - -<h3>FOLDERS</h3> - -<p>Each pupil should have a heavy paper folder -in which to keep all writing material. The use -of such a folder saves much time in the passing -of material.</p> - - -<h3>PENCILS</h3> - -<p>If pencils are used in the first or second grade -they should be large, and cylindrical in form -(never octagonal), and of medium soft lead. The -writing period should not be taken up with the -sharpening of pencils. Erasers should not be allowed. -Lead pencils are not at best conducive<span class="pagenum" id="Page_69">[69]</span> -to movement beyond the ovals and strokes. The -use of the cheap tablet, the bane of the teacher’s -life, and the poor quality lead pencil do much to -hinder application of the correct writing habit in -the lower grades.</p> - - -<h3>PENS</h3> - -<p>A coarse, flexible pen (never a fountain or a -stub pen) should be used by all teachers of muscular -movement writing. Pens are dipped in oil -before being boxed; for that reason when taking -a new pen it is best to dampen it and remove the -oil. Many a blot will be saved by so doing. Dip -in the ink until the hole in the pen is partly or -entirely filled with ink. When touching to the -paper, be sure that both nibs come in contact, and -are made to wear evenly. Each pupil should have -his own pencil or pen, for sanitary reasons, as -well as because no two persons wear a pen in exactly -the same manner. After the lesson is ended -the pen should be wiped on a penwiper. Removing -the ink, which contains acid, will cause -the pen to last longer, and a clean pen will do -better work than one clogged with sediment. Pupils -should never drop the pen to the bottom of -the inkwell in order to get ink; this ruins the penpoint<span class="pagenum" id="Page_70">[70]</span> -and causes unnecessary noise. A good -penpoint should last from eight to fourteen hours -or longer if properly treated. Inkwells should be -filled frequently.</p> - - -<h3>PENHOLDER</h3> - -<p>A penholder of wood, or one tipped with cork, -is preferred. No learner should be permitted to -use a metal tipped penholder. On account of the -pressure that must be exerted in order to keep the -metal penholder from slipping, proper relaxation -of the hand cannot take place. Frequently -the metal rusts or is so heavy that the penholder -is a burden to the inexperienced.</p> - - -<h3>BLOTTER</h3> - -<p>Each child should be provided with a blotter. -It is well to let the ink dry as the pen spreads it -on the paper except in case of a blot. Many pupils -have the habit of taking the blotter in the -hand and of giving the page a series of slaps with -it, in quick succession; instead of taking up the -ink this merely blurs the page. The correct way -is to place the blotter on the line, give it an even -pressure, and lift it, never moving it while the -pressure is being applied.</p> - -<p><span class="pagenum" id="Page_71">[71]</span></p> - - -<h3>INK</h3> - -<p>Use the best fluid ink obtainable. Ink made -from crystals or powder is less satisfactory. It -should be dark blue or black and flow freely. -Bottles and inkwells should be kept closed when -not in use. If the air is excluded the ink does not -thicken. Occasionally water may be added, but -great care must be taken in reducing ink that it -be not made too thin.</p> - - -<h3>ECONOMY IN THE USE OF MATERIAL</h3> - -<p>School boards and officials are generally willing -to procure good supplies if economy is practiced -in the use of them. For the sake of uniformity, -and that every child may have an equal -chance, it is advisable for the school to furnish all -material for writing. Pupils frequently do not -use proper discrimination in their purchases, -when the matter of supplies is left to them.</p> - -<p>Lastly, it is a mistake to think that good results -can be obtained with poor material. In -building any structure that we hope to last a lifetime -we are careful to supply ourselves with the -best of material. This principle applies in rearing -the penmanship structure.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_72">[72]</span></p> - -<h2 class="nobreak" id="Chapter_VI"><span class="smcap">Chapter Six</span> -<br /><span class="cheaderfont">SOME WORKABLE SUGGESTIONS</span></h2> -</div> - -<h3>HOW TO STUDY</h3> - -<p>Observe the board demonstration. Trace text -correctly: Capitals twelve times, words six times -and sentences three times, at correct speed. Write -at correct speed one-half minute, one minute, or -two minutes as required. Compare with models. -Test and grade.</p> - -<p>How to study capital letters: Height, three-fourths -space high; slant, same as strokes; width, -wider or narrower than single ovals; beginning -stroke, how and where; end stroke, how and -where; speed of letter studied; name a variety of -counts and select the most pleasing; analogy to -other letters; name as many points as can be observed -that are peculiar to the letter under discussion.</p> - -<p>How to study words and sentences: Slant must -be the same as strokes; letters must be of uniform -height; space between letters uniform and equal -to an oval of the same relative size as the small<span class="pagenum" id="Page_73">[73]</span> -letter; end strokes curve upward; beginning -strokes start under end of strokes of previous -word; study especially the most difficult letter.</p> - - -<h3>HOW TO MOVE AND SLANT THE PAPER</h3> - -<p>Check each line for capitals into thirds, place -four or five letters in a third; move paper to the -left about two inches at each check mark, at the -same time say aloud, “Move.” At the end of the -line say, “New line.” This should be the invariable -rule during the concert count. This makes -for uniformity of slant; it gives the class a chance -to help, and relieves the teacher. In making four -hundred ovals, say “Move,” at each quarter. -Slant the paper so that the line written upon runs -from corner to corner of the desk.</p> - -<p>Second grade: Check in middle, and move -paper once only. Second and third grades make -two hundred ovals and strokes per line.</p> - - -<h3>BLACKBOARD WORK OF THE PUPILS</h3> - -<p>(Explained in detail in <a href="#Chapter_V">Chapter Five</a>.) Pupils -affected: first and second grades especially. On -Monday all poor writers in any grade work at the<span class="pagenum" id="Page_74">[74]</span> -board and perfect the new letters or sentence for -the week. Suggested procedure for any grade:</p> - -<p>Place a model (two in lower grades) for each -pupil.</p> - -<p>Demonstrate briefly the letter.</p> - -<p>Class face board, trace with right forefinger, -teacher and class counting.</p> - -<p>Trace with chalk, six or more times. Erase.</p> - -<p>Make drill to count.</p> - -<p>Class criticize and answer questions.</p> - -<p>Introduce simple test lines to prove to class -that work measures up to standard.</p> - -<p>Personal help.</p> - -<p>Upper grade pupils should not spend more than -one-half to two-thirds of the period at the board, -then they should go directly to seats and make the -good forms just learned function on paper. In all -applied work at the board, hold pupils equally -as responsible for correct forms and neat legible -writing as in seat writing.</p> - -<p>Position at the board: Turn the left side slightly -toward the board, allow left hand to hang or to -hold the eraser. Write as high as the eyes. Use -signal, “Stand erect,” “Turn,” “Face,” “Down”; -the last signal to be given when the teacher desires -to see all the work at the board.</p> - -<p>Good line quality is largely the result of working<span class="pagenum" id="Page_75">[75]</span> -at correct speed throughout the drill period, -for by so doing even pressure is exerted, and -pleasing quality is the result.</p> - -<p>The eraser should be drawn downward from -the top line to the groove, holding it parallel with -the groove. This permits the chalk dust to fall -where it should. Lift the eraser and repeat, always -drawing from the top line downward.</p> - - -<h3>NAME CARDS</h3> - -<p>By the fifth week of school, name cards should -be provided for each pupil. Paste at the ends in -front or back of the compendium. (Pasted in -this way they may be easily removed.) Trace -names daily at the seats.</p> - -<p>First grade children trace names daily at the -board until they can be legibly written.</p> - - -<h3>FIGURES</h3> - -<p>Figures are to be practiced daily by making -from one to two lines of the date. Figures are -one-half space high in the first four grades, one-third -space high in the remaining grades.</p> - -<p><span class="pagenum" id="Page_76">[76]</span></p> - - -<h3>ALPHABET</h3> - -<p>The alphabet should have a place on the board -in each room by the end of the first week of -school. It will prove very convenient if the speed -for each letter is placed near in small figures. -New and unqualified teachers may ask the supervisor -to place the alphabet on the board the first -term.</p> - - -<h3>ENDURANCE TESTS</h3> - -<p>Pupils should be taught to compare their work -frequently with the standard penmanship chart, -a copy of which should be on the wall of each -room. In this way they are able to rate themselves -for quality. Before the end of the first -term pupils should be able to endure a dictation -of words or sentences for one minute, at the proper -speed, with ease and in good posture and with -fairly good forms. The seventh month should -find them able to take a two minute endurance -test with greater ease and better forms.</p> - - -<h3>THE “Z” GROUP</h3> - -<p>The Z group in first and second grades should -receive proper consideration. Above the 2 B it<span class="pagenum" id="Page_77">[77]</span> -has been demonstrated that the Z classes, so far -as writing is concerned, are not far behind others -in their work. When necessary, cut the content, -lower the speed, repeat more often your instructions, -count more, and expect less perfection in -form.</p> - - -<h3>OBJECTIVES IN GOOD WRITING HABITS</h3> - -<p><em>Good posture</em>: health, appearance, efficiency.</p> - -<p><em>Speed</em>: For accuracy and efficiency, both practical -needs.</p> - -<p><em>Spacing</em>: To relieve the eye, and make easy -reading.</p> - -<p><em>Slant</em>: To make writing attractive and easy to -read.</p> - -<p><em>Neatness</em>: To further a civic need.</p> - -<p><em>Tracing</em>: To visualize and thereby assist in acquiring -correct form.</p> - -<p><em>Movement drills</em>: Ovals for curves, strokes for -slant, small letters for traveling movement.</p> - - -<h3>PROGRESS LESSON</h3> - -<p><em>Time</em>: Friday or the last lesson of the week.</p> - -<p><em>Conditions</em>: Class must know how to study. -Class must work fairly well independently. Class -must have had all drills demonstrated.</p> - -<p><span class="pagenum" id="Page_78">[78]</span></p> - -<p><em>Method</em>: Place problems on the board, numbered, -not less than two nor more than four, unless -the class is very efficient. Each pupil starts -with No. 1. Teacher passes down aisle, gives a -progress check if work is satisfactory, if not, a -criticism. (A rubber stamp marked “Improving” -is very effective.) If checked, pupil takes next -drill; if not he practices the same drill until the -teacher comes again. In a fifteen minute period -the teacher can check up the room at least three -times. Those who receive a check every time receive -special recognition.</p> - -<p><em>Object</em>: To encourage initiative; to impress -upon each pupil his rank in the writing game; -to crystallize the week’s work; to give each pupil -an opportunity for individual help.</p> - - -<h3>SEGREGATION</h3> - -<p>(Explained in detail in <a href="#Chapter_II">Chapter Two</a>.) The -teaching of penmanship is less laborious and -more effective when the poor writers are separated -from the good writers. Many pupils need -no individual help, but follow oral instructions -easily. They should be allowed to do so, since -independent effort will develop judgment, initiative, -industry, and an appreciation of how to<span class="pagenum" id="Page_79">[79]</span> -“play the game square.” The segregation of the -poor writers in rows economizes the teacher’s -time and energy in passing about the room, and -ultimately allows each pupil to practice upon the -drill he most needs. While the poor writers -should never be considered in disgrace, a legitimate -aim should be to get into the good division -on the regular promotion day, preferably Friday.</p> - -<p>Segregation is especially desirable for board -work, since it economizes the time and energy of -the teacher to a marked degree.</p> - - -<h3>LINE QUALITY</h3> - -<p><em>At the seat</em>: Make not less than 200 solid two-space -ovals or strokes with one dip of ink. This -will make for neatness. Allow no strike-overs, -i. e., patched lines. Correct position of the hand, -correct speed, a limited amount of ink, and a good -movement are the surest remedies for neatness -and good line quality. Always use two sheets of -paper in order to obtain the best line quality and -save the pen. Hold pen with hole on top so that -both nibs touch the paper, in order to secure even -quality. Hold pen or pencil lightly enough that -it may be slipped out easily from the hand.</p> - -<p><span class="pagenum" id="Page_80">[80]</span></p> - - -<h3>SAMPLES</h3> - -<p>Monthly samples have a place in and above the -third grade. Make two or more samples on the -15th of each month, during the writing period. -Select the best one and place in the manila envelope -provided for this purpose only. Place -name of pupil on envelope. Collect at the close -of the period. Place rubber band around them -and file in your desk.</p> - -<p><em>Object</em>: Teachers may judge the effectiveness -of their instruction; pupils may observe their own -improvement; the grade of the pupil is to be partially -based on this work; the supervisor may be -able to advise constructively; the pupil has an -opportunity to compete with himself.</p> - -<p><em>Procedure</em>: Have paper cut, and sample on -board, memorized. Give warming up exercises -of ovals, capital, name, and small <em>o</em> exercise. -Consume five or more minutes in this way. Use -your watch, time the class. Record the speed on -the sample. After each sample, relax. Make -two or three, as time permits. Select the best. -Discard others. Open sample envelopes, compare -with sample of month before. Give a check -of honor to all who have improved to a marked -degree. The first month, check for better movement,<span class="pagenum" id="Page_81">[81]</span> -neatness and light line; second month, size, -etc. Always hold for all points before considered. -Tell class at end of checking what in general -you see they need, and keep that in mind -during the month. Count the pupils who have -two samples and those who receive checks, ascertain -your per cent of improvement and record it -for reference next month. Collect sample envelopes -and file in your desk.</p> - -<p><em>Caution</em>: There is no objection to the giving of -a day of practice to the matter contained in the -sample during the month if the time permits; in -fact, this would be helpful. However, on the -15th, the allotted time only should be allowed for -writing the sample, which should proceed in general -as above outlined.</p> - -<p><em>Standard</em>: Third and fourth grades attain -50% improvement each month. Fifth and sixth -grades should attain 66% improvement each -month. Seventh and eighth grades should attain -75% improvement each month.</p> - - -<h3>PREPARATION FOR REGULAR VISIT OF THE -SUPERVISOR</h3> - -<p>First grade: Two models for every child at -board.</p> - -<p><span class="pagenum" id="Page_82">[82]</span></p> - -<p>Second grade: After the second month a writing -lesson saved from the previous week; after the -third month, a spelling lesson.</p> - -<p>Third, fourth, fifth, sixth, seventh, eighth and -ninth grades: Have on the desk ready for grading, -the following: samples, spelling paper, language -paper.</p> - -<p>Give pupils an opportunity to see that all work -to be inspected is ready the day previous to the -supervisor’s visit. (For ordinary lessons one -minute is ample time for preparation if folders are -kept in good order.) Placing one lesson of the -applied work in the folio each week, from which -the final selection is to be made, will serve to keep -the work uniformly good. This would also provide -specimens for those who might be absent for -a particular lesson written expressly for this -purpose.</p> - - -<h3>DESK ARRANGEMENT</h3> - - -<p class="center">Aisle</p> - -<div class="center"> -<div class="boxit2 displayinline" style="margin-right:0.5em"> -<p style="line-height:1.5">Oct. Spell. <span style="padding-left:1.5em">Sept. Sample</span><br /> -Oct. Lang. <span style="padding-left:1.5em">Oct. Sample</span></p> -</div> - -<div class="boxit2 displayinline" style="margin-left:0.5em"> -<p style="line-height:1.5">Sept. Sample <span style="padding-left:1.15em">Oct. Spell.</span><br /> -Oct. Sample <span style="padding-left:1.5em">Oct. Lang.</span></p> -</div> -</div> - -<p><span class="pagenum" id="Page_83">[83]</span></p> - - -<h3>COUNTING</h3> - -<p>In counting for words repeat the letters at correct -speed, sentences likewise, using great care -that the finish is within the time limit. In pronouncing -spelling words to be used during penmanship -drill, always require the class to repeat -the words after you before writing. A short dictated -sentence should be managed the same way.</p> - - -<h3>USE OF THE TIMEPIECE</h3> - -<p>This is as necessary to the good teacher of penmanship -as is the blackboard. By its use is obtained -correct speed, alertness on the part of the -teacher, good movement because never too slow, -more rhythmical counting, and more practice accomplished. -Use the second hand daily, until -counting becomes automatic and goes forward -with the right kind of speed at all times.</p> - - -<h3>AWARDS</h3> - -<p>Honor rolls, buttons, certificates, pennants, -cups, etc., prove a great incentive. All competition -should be carried on in a friendly manner.</p> - -<p><span class="pagenum" id="Page_84">[84]</span></p> - - -<h3>USE OF STANDARD PENMANSHIP TESTS</h3> - -<p>The research department may very profitably -apply the standard tests throughout the city twice -yearly, tabulate the results and publish them to -teachers. From these findings, principals, supervisors, -and teachers will be able to determine -what the weaknesses are and find a remedy for -them.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_85">[85]</span></p> - -<h2 class="nobreak" id="Chapter_VII"><span class="smcap">Chapter Seven</span> -<br /><span class="cheaderfont">SUGGESTIONS FOR THE GRADES, JUNIOR AND SENIOR HIGH SCHOOLS</span></h2> -</div> - -<h3>A GENERAL, NOT A SPECIFIC PLAN</h3> - -<p>In suggesting this plan no endeavor has been -made to be definite, except in a few essentials. -Writing texts and conditions in schools differ so -greatly that this would be impossible. An effort -has been made to build up from the first grade to -the last a general plan of a logical character. -Many suggestions made for the second and third -grades could wisely be put into operation, in part, -in the higher grades. It is assumed first that the -muscular movement method has been adopted -and that each child has the use of a manual, since -that is the only condition under which an adaptation -of these suggestions would be advisable. -This bird’s eye view of the subject is not to be -considered in any respect a “system” of writing, -in text book phraseology.</p> - -<p>It will be impossible to advantageously adapt -the suggested plan unless a comprehensive knowledge<span class="pagenum" id="Page_86">[86]</span> -of muscular movement has already been -gained through actual practice on the part of the -teacher.</p> - - -<h3>FIRST GRADE</h3> - -<p>Child nature is spontaneous, active, restless. -It prefers objects to subjects, expression to repression -and generality to detail. Writing is a -slow and laborious method of expression compared -to speech, and therefore not well suited to -childhood. More oral, and less written language -should be given primary grades. But so long as -writing seems a necessary part of primary education, -it should be taught in the most rational -manner. To do this, it is necessary to consider -the child, its capacity to acquire knowledge and -skill, and its future welfare, as concerns health -and handwriting.</p> - -<p>One very noticeable feature about the activity -of childhood is the exercise of the larger muscles -which it invariably involves. The movements -are of the whole body, and not of mere portions -of it. The fundamental muscles and not the delicate -and finely coordinated muscles are employed -in all their movements. Such muscles (the accessory) -as are engaged in fine writing, drawing<span class="pagenum" id="Page_87">[87]</span> -and sewing are developed later. Especially is -this true of the muscles of the eye. Ignorance of -these facts has led to mistakes in training.</p> - -<p>The wise teacher will not compel or permit -young pupils to follow a fine copy in writing, but -will encourage them to use the blackboard where -abundant opportunity will be given for exercising -the larger muscles. Proper regard for the future -usefulness of the eyes of the child certainly requires -that a departure be made from the method -now prevalent of requiring so much written work.</p> - -<p>Childhood has been called the language period -par excellence, but this statement has reference to -oral and not written forms of speech. Every -teacher knows how easily and rapidly the child -gains a vocabulary at this stage. He learns language -by imitation, and the whole epoch of childhood -is, as psychology teaches, and William -Wordsworth expresses it, “one endless imitation.” -It therefore behooves the teacher to neglect, -if anything, reading and writing during the -early stage of childhood, and make play and -story telling the predominant work in the years -preceding eight.</p> - -<p>One of the most difficult as well as one of the -most interesting problems that confronts every -first grade teacher is what and how much of writing<span class="pagenum" id="Page_88">[88]</span> -we shall do in the first year. Shall we use all -our time teaching form? Shall we teach movement -work entirely and let form alone? Or shall -we try a combination of both?</p> - -<p>It is unfortunate that many of the courses of -study which we must follow state specifically that -when the pupils leave the first grade they must be -able to write all the small letters, capital letters, -words and sentences on paper. Some courses demand -that pupils must do a certain amount of -copying. This is very unfortunate, because in -trying to fulfill the requirements of such a course -of study any means available are often resorted -to and frequently the methods used are a great -hindrance to the future development of the child, -both physically and mentally.</p> - -<p>The following suggestions are offered first -grade teachers:</p> - -<p>Under proper instruction the pupils will go -into the next grade with the ability to express -themselves freely and easily at the blackboard. -It is quite unnecessary and unpedagogical to -teach children a habit that in the course of a few -years must be given up entirely; reference is here -made to teaching of finger movement in the first -three grades.</p> - -<p><em>One B grade aim</em>: To introduce pupils in this<span class="pagenum" id="Page_89">[89]</span> -grade to all small letters in short words. To attain -an average speed of thirty letters per minute.</p> - -<p><em>One A grade aim</em>: To introduce pupils in this -grade to all capital letter forms in families. To -review all small letters in words and sentences. -To attain a speed of thirty-five letters per minute. -To give pupils by the end of the term, a tool -for handling spelling and language in a satisfactory -manner at the blackboard.</p> - -<p><em>Material</em>: Compendium (optional), crayon, -eraser. The blackboard should be ruled with lines -four inches apart beginning at the bottom and -extending six lines in height. Eighteen to twenty -inches is sufficient board space for each child. -More practice and correspondingly better results -follow when the entire class is at the board at -one time.</p> - -<p><em>Length of lesson</em>: Fifteen minutes daily, five -times per week. Place the period early in the -day or just before spelling so that it may function. -Writing is an inter-recitation activity. -Practicing the daily lesson will be found very -profitable.</p> - -<p><em>Demonstration</em>: Each drill should be demonstrated -briefly from one to three times each day -of presentation. Blackboard models for tracing -should be provided for each pupil daily. Good<span class="pagenum" id="Page_90">[90]</span> -models are a necessity because of the inconvenience -of using compendiums at the board.</p> - -<p><em>Distribution of time to subject matter</em>: At the -beginning of each term devote one-half to one-third -of the lesson to movement drill. Tracing -and writing consume the remainder of the period. -As skill increases reduce the amount of time to -one minute on movement drill and divide the remainder -equally between words and sentences. -The board should be filled ten times during one -lesson. <em>One A</em> children should fill the board once -daily with the figure represented in the current -date.</p> - -<p><em>Names</em>: Pupils should write their names as -early as possible in the term. After the capital -“I” has been mastered use the following form -for name practice: “I am (name).”</p> - -<p><em>Z Group</em>: This group proceeds at a slower rate -of speed, attaining at the end of the year scarcely -thirty letters per minute. More frequent demonstration -is necessary. Use as many two-letter -words as possible. Select words from the reading -as far as practicable. More blackboard work, -tracing and rhythmic drill are necessary than in -other classes.</p> - -<p><span class="pagenum" id="Page_91">[91]</span></p> - - -<h3>SECOND GRADE</h3> - -<p>Primary teachers are frequently opposed to -muscular movement because it is wholly impossible -to obtain the same uniform work (which is -really only useless drawing) as can be obtained -by the finger movement plan. Not until principals, -primary supervisors, and superintendents -are willing to tell their primary teachers that they -will not look for beautiful written exercises in -these grades, will the teachers of the first, second, -and third grades look with favor upon muscular -movement.</p> - -<p>We do not expect the primary teacher to produce -the finished mathematicians, readers, historians, -or penmen, but such work as is accomplished -should be based on the right foundation. -The primary teacher should be willing to sacrifice -her pride in the appearance of written exercises -to the demands of the future environment -of the grown child. In schools where superintendents -and teachers insist upon pupils writing -words or sentences on paper very soon after they -enter school little or no advancement can be -made in muscular movement. However, if movement -is not taught at an early age much time -will be wasted when the transition is made, which<span class="pagenum" id="Page_92">[92]</span> -a few extreme persons say should not take place -until the fifth year in school. In the latter case -the pupils have incorrect habits so firmly fixed -that it takes the remaining years in the elementary -school to learn to write a creditable style.</p> - -<p>Board work may be continued advantageously -daily in the second grade for a three or four minute -period. The writing for the first month might -very profitably be given over to board training to -a large extent, retaining only five or six minutes -daily to teach the physical-training phase of penmanship. -Relaxation, correct posture of the -body, feet, hands, and arms at the seat might be -accomplished during the first month.</p> - -<p>The next step will be to study the hand and -arm, making the preparatory movement for ovals, -and strokes with the hand half open and gliding -on the nails. The five knuckles must be turned -toward the ceiling. Pupils should make the -movement freely to the teacher’s count and also -count for themselves in low tones. The teacher -might use a book or a thin board to serve as a -desk, with which to illustrate, in order to establish -the proper relation in the child’s mind concerning -the desk and the points of contact. (See -detailed directions under <a href="#CHAPTER_IIA">posture</a>, Chapter Two.) -Pencil holding is next taught, using the handle<span class="pagenum" id="Page_93">[93]</span> -end first, and pointing it half way between the -shoulder and the elbow. It will take a month or -more to develop relaxation, correct posture, and -penholding.</p> - -<p><em>Aim</em>: First month. To perfect the board writing. -To review all capitals and small letter forms -in words and sentences, and attain greater fluency -and a higher degree of perfection in form. -To attain a speed of forty letters per minute, the -standard speed for this grade. To teach the form -of the letters so well, that in the seat work next -month when movement is the great problem, form -may not need to be stressed, but will be a resource.</p> - -<p>Second month: To develop relaxation, correct -posture, movement, and speed sufficient to prevent -finger movement. To apply these fundamental -principles to ovals, a few easy capitals, a limited -number of words and a few short sentences. To -make the correct writing habit carry over into the -spelling by the end of the 2 B grade.</p> - -<p><em>Comparison</em>: Save one of the pupil’s first lessons -in both regular and applied work to be compared -with later ones.</p> - -<p><em>Material</em>: Canary paper, cut into half sheets, -compendium, pencil, folio seven by nine inches. -Keep only writing material in these folios.</p> - -<p><span class="pagenum" id="Page_94">[94]</span></p> - -<p><em>Length of lesson</em>: Fifteen minutes daily, five -times per week. Blackboard practice on the daily -lesson is suggested as an inter-recitation activity. -Place the writing period early in the day or prior -to the spelling in order that it may function in the -applied work.</p> - -<p><em>Demonstration</em>: The same directions that are -given under first grade for ruling boards and -demonstration procedure will be found useful.</p> - -<p><em>Z Group</em>: This group proceeds at a slower rate -of speed than other groups and attains at the end -of the 2 A a speed of thirty or more letters per -minute instead of forty. Demonstrate more frequently. -Use as many two-letter words as possible. -Select words from the reading as far as -practicable. More blackboard work, tracing and -rhythmic drill are necessary than in other classes.</p> - -<p><em>Distribution of time to subject matter</em>: During -the first month give the greater part of the writing -period to movement drills. For the following -months spend one-half to one-third of the period -on movement drills, the remainder being divided -between capital letters and words and sentences.</p> - -<p><em>Headings</em>: Use the following heading daily, -placing it on the second blue line. Write on every -line except the first below the heading. Model:</p> - -<p class="center">John Brown, 2 A, Sept. 15, 1924.</p> - -<p><span class="pagenum" id="Page_95">[95]</span></p> - - -<h3>THIRD GRADE</h3> - -<p>We will assume that all pupils so far advanced -as the third grade are able to make all the letter -forms easily and can write words and sentences -upon the board. They should also be able to -make straight strokes and ovals, write words, sentences, -and the most necessary capitals with the -right movement, at the seats. In both cases they -should observe correct posture, slant, speed, uniformity, -and spacing between words. They should -recognize the difference between connective lines, -and observe the following rule for spacing between -letters and words: The space between letters -should be the width of the distance between -the down strokes in small <em>u</em>, the space between -words should be the entire width of small <em>i</em>.</p> - -<p>Doctor Ayres has proved by comparing many -specimens that one of the greatest drawbacks to -legibility rests in the fact that the letters are -crowded together. It would be better to allow extreme -spacing rather than to permit the pupils to -huddle the letters together using barely half as -much space between letters as they should. The -space around the letters relieves the eye of the -reader, and makes even irregular and crudely -formed words fairly legible. The pupils who have<span class="pagenum" id="Page_96">[96]</span> -been well trained in movement can slide easily -from one letter to another with the right-length -connective stroke.</p> - -<p>Pupils at the beginning of the third year in -school will often appear to have forgotten much -that they have been taught in penmanship, as in -other subjects. During the vacation the muscles -have become somewhat tense, therefore relaxing -exercises should be given frequently in order to -regain what has been lost. (See directions under -<a href="#CHAPTER_IIB">physical training phase</a>, Chapter Two.) It will be -well to give at least one week’s practice at the -board, two short lessons daily. Review the letter -forms, ending each lesson with a word. The -second week have pupils take pens a few minutes -daily and review ovals and strokes, preliminary -to writing the exercises that will lead directly to -word and sentence building.</p> - -<p><em>Aim</em>: To develop relaxation, correct posture, -easy movement, sufficient speed to prevent finger -movement, and to apply these fundamental principles -to all writing lessons, spelling and copy -work. The grade is to be based upon whether or -not the pupil uses the arm movement during penmanship, -copy work and spelling. Grade “Failure” -if movement is not used as above directed. -Attain a speed of fifty letters per minute in words -and sentences.</p> - -<p><span class="pagenum" id="Page_97">[97]</span></p> - -<p><em>Material</em>: Compendium, white paper half -sheets, coarse pen, penholder, ink, penwiper, blotter, -manila envelope for sample, folio, seven by -nine inches, in which penmanship material only -is to be kept. Teachers should write pupils’ -names on folios. On Mondays pass enough paper -for the week.</p> - -<p><em>Length of lesson</em>: Fifteen minutes daily, five -times per week. After correct habits are established, -encourage home practice. Place the penmanship -period early in the day or prior to the -spelling in order that it may function properly.</p> - -<p><em>Distribution of time to subject matter</em>: During -the first month give one-half or more of the time -to good habit formation by use of movement -drills. For the following months spend one-third -of the period on ovals, little <em>o</em>, or the like, one-third -on capital letters, and one-third on words -and sentences.</p> - -<p><em>Heading</em>: Place the following heading daily -on the second blue line. Write on every line except -the first below the heading. Model:</p> - -<p class="center">John Brown, 3 B, Sept. 15, 1924.</p> - -<p><em>Sample</em>: Memorize the following sample which -is to be taken the middle of each month. Model:</p> - -<p><span class="pagenum" id="Page_98">[98]</span></p> - -<p class="center">John Brown, <span style="padding-left:1em;padding-right:1em">3 B,</span> Sept. 15, 1924.</p> - -<p class="center">John Doe School<br /> -City, State.<br /> -(Skip a line.)<br /> -I use a free swing<br /> -I use a free swing<br /> -I use a free swing</p> - - -<h3>FOURTH GRADE</h3> - -<p>The demand for more and better written work -will become practically imperative in the fourth -year. The child will be able to meet the demand -because he will have nothing to undo, having -spent all the time devoted to penmanship in working -on a correct foundation. The efforts may be -crude. However, technique in the beginning is of -less importance than that the proper habits may -be established. It will be necessary for the teacher -of this grade to require of the pupils all that -has been required before and to improve upon -what has been done.</p> - -<p><em>Aim</em>: To develop relaxation, correct posture, -easy movement, sufficient speed to prevent finger -movement and to apply these fundamental principles -to all writing lessons, spelling, and copy<span class="pagenum" id="Page_99">[99]</span> -work. The grade is to be based upon whether or -not the pupil uses arm movement during the penmanship -period, copy work, and spelling. Grade -“Failure” if movement is not used as above directed. -Attain a speed of sixty letters per minute -in words and sentences.</p> - -<p><em>Materials</em>: Compendium, white paper half -sheets, coarse pen, penholder, ink, penwiper, blotter, -manila envelopes for samples, folio seven by -nine inches in which writing material only is to -be kept. Teacher should label folios with name -of pupil. On Monday pass enough paper for the -week.</p> - -<p><em>Length of lesson</em>: Twenty minutes daily, five -times per week. After correct habits are established -encourage home practice. Place the writing -period early in the day or prior to the spelling -in order that it may function properly.</p> - -<p><em>Distribution of time to subject matter</em>: During -the first month give one-half or more of the time -to good habit formation by use of movement -drills. For the remainder of the year spend one-third -of the period on ovals, little <em>o</em> drill, and the -like, one-third on capital letters and one-third on -words and sentences.</p> - -<p><em>Heading</em>: Place the following heading daily -on the second blue line. Write on every line except -the first below the heading. Model:</p> - -<p><span class="pagenum" id="Page_100">[100]</span></p> - -<p class="center">John Brown, <span style="padding-left:1em;padding-right:1em">4 B,</span> Sept. 15, 1924</p> - -<p><em>Sample</em>: Memorize the following sample which -is to be made the middle of each month. Model:</p> - -<p class="center">John Brown, <span style="padding-left:1em;padding-right:1em">4 B,</span> Sept. 15, 1924<br /> -John Doe School<br /> -City, State<br /> -(Skip a line)<br /> -I use a free swing<br /> -I use a free swing<br /> -I use a free swing</p> - - -<h3>FIFTH GRADE</h3> - -<p>Since pupils in the fifth grade are better developed -mentally and physically than those in the -preceding grade we may reasonably expect a better -quality of penmanship from them. In this -grade especially, pupils should be taught to work -independently, that is, correctly without the guidance -of the teacher. They cannot go on forever -with a supporting prop. It is marvelous how -much they will develop if led to become independent. -By way of assisting them, give pupils a -study plan and a small portion of the lesson time, -perhaps two minutes, during which time make -mental note of the points neglected by the majority<span class="pagenum" id="Page_101">[101]</span> -of the class. With this as a basis to work upon -make the next lesson strong on the points in -which the pupils, when working independently, -seem the weakest. If pupils have established the -correct habits a half-hour of practice at home or -at school should not weary them. Many will -practice longer of their own accord.</p> - -<p><em>Aim</em>: To develop relaxation, correct posture, -easy movement, and sufficient speed to prevent -finger movement and to apply these fundamental -principles to all penmanship lessons, spelling, -copy, and dictation work. Grade “Failure” unless -movement is used as indicated above. Attain -a speed of seventy letters per minute in words and -sentences.</p> - -<p><em>Material</em>: Compendium, full size sheets of -white paper, ink, blotter, heavy brown folios, nine -by twelve inches, coarse pen, wooden penholder, -pen-wiper, manila envelope for samples. Keep -writing material only in these folios. Teacher -should label folios with the name of the pupil. -Monday pass to each pupil enough paper for the -week.</p> - -<p><em>Length of lesson</em>: Twenty minutes daily, five -times per week. Place the writing period early -in the day or prior to the spelling in order that it -may function in applied work.</p> - -<p><span class="pagenum" id="Page_102">[102]</span></p> - -<p><em>Distribution of time to subject matter</em>: During -the first month spend half or more of the time in -developing posture, movement, and movement -drills. After the first month devote to movement -drills, ovals, little letters and the like, one-third -to one-fourth of the period; to capital letters, half -the remaining time; to words or sentences the remainder -of the period.</p> - -<p><em>Heading</em>: Place on the second blue line. Write -on every line except the first below the heading. -Model:</p> - -<p class="center">John Brown, <span style="padding-left:1em;padding-right:1em">5 B,</span> Sept. 15, 1924</p> - -<p><em>Sample</em>: Take sample on the middle of each -month. Memorize. Model:</p> - -<p class="center"> -John Brown, <span style="padding-left:1em;padding-right:1em">5 B,</span> Sept. 15, 1924<br /> -John Doe School<br /> -City, State<br /> -(Skip a line)<br /> -ABCDEFGHIJKLM<br /> -NOPQRSTUVWXYZ<br /> -(Skip a line)<br /> -This is a sample of my best writing<br /> -This is a sample of my best writing<br /> -This is a sample of my best writing</p> - -<p><span class="pagenum" id="Page_103">[103]</span></p> - - -<h3>SIXTH GRADE</h3> - -<p>As classes pass from grade to grade, with each -member accomplishing what he should according -to his grade, by the time they reach the sixth, the -correct writing habit should be firmly fixed. It -is well to have it so, for now, more than ever before -does the pupil have need of this energy and -time saving habit. The demands for the application -of the writing habit are daily growing more -numerous.</p> - -<p>The penmanship lesson should now be devoted -largely to further study of good letter forms, providing -pupils automatically use muscular movement. -Pupils of this age will now recognize what -the former training means. They will now be interested -because they realize that they have been -gaining something that will be very useful to -them.</p> - -<p><em>Aim</em>: To develop relaxation, correct posture, -easy movement, and sufficient speed to prevent -finger movement and to apply fundamental principles -to all written exercises except arithmetic. -Grade “Failure” unless movement is used as indicated -above. Attain a speed of eighty letters -per minute in words and sentences.</p> - -<p>The material, length of lesson, distribution of<span class="pagenum" id="Page_104">[104]</span> -time to subject matter, heading and samples may -profitably be the same as for the fifth grade.</p> - - -<h3>SEVENTH GRADE</h3> - -<p>In a school where each teacher has done her -share of the work outlined according to the grade -it will be observed that the quality of the penmanship -produced by seventh grade pupils will in -many cases equal that of adults. Adult learners, -if they have in previous years used finger movement -will have more to overcome than seventh -grade pupils.</p> - -<p>It is well at all times to keep the goal in view, -and gradually work toward it. Never permit pupils -to drift. During penmanship lessons frequent -comparisons with the models is essential. -Friendly competition has a place. Let parallel -grades of the same school or neighboring schools -compare work. Take into consideration in the -competition, first, legibility, then time consumed -for the execution of the exercise, uniformity, -slant, spacing, size and connecting and ending -strokes.</p> - -<p>Many pupils no doubt do not use discretion in -the selection of proper equipment for home work. -They should realize that the right heights of table<span class="pagenum" id="Page_105">[105]</span> -and chair mean much for comfort and therefore -have direct relation to physical endurance. The -use of the timepiece in order to keep up the right -speed is an important point. Every exercise in -the manual practiced at the right rate of speed -will enable seventh grade pupils to acquire an average -speed of fifteen to eighteen words per minute. -Teach each pupil to be systematic in his -homework as well as at school.</p> - -<p>In this grade it is interesting at times to allow -a pupil who has a sense of rhythm in penmanship -well developed to play the piano, selecting a -march to which the pupils might write certain -drills. The phonograph may be used to good -advantage for the purpose of giving variety to the -drill work. Pupils will enjoy writing the drills -to the music. They must appreciate more fully -than ever the fact that each school subject depends -to a great extent upon others, penmanship -being no exception. The sense of rhythm which -should come from the study of music will often be -the inspiration that will move pupils to the right -speed when everything else fails. When pupils -write to the rhythm produced by their own voices, -such as concert counting, relaxation of the muscles -takes place easily.</p> - -<p>It has proven very satisfactory to appoint a captain,<span class="pagenum" id="Page_106">[106]</span> -perhaps the best penman in the row, to do -the counting for the preliminary drills with which -each lesson should begin. This relieves the teacher -of useless voice work and helps to develop initiative -on the part of the pupils. It will be necessary -for pupils who do this work to count exactly -right, first with the teacher, and later alone. They -should next learn to count and work at the same -time.</p> - -<p>Finally, pupils may well observe all the suggestions -made in previous grades. They should, -however, be able to produce much more finished -results than in the previous grade.</p> - -<p><em>Aim</em>: To develop relaxation, correct posture, -easy movement, sufficient speed to prevent finger -movement, and to apply these fundamental principles -to all written exercises. Grade “Failure” -unless movement is applied as indicated above. -Attain a speed of ninety letters in words and sentences.</p> - -<p><em>Length of lesson</em>: Twenty minutes daily, three -to five times per week. The material, distribution -of time to subject matter, heading and samples -may profitably be the same as for the fifth -grade.</p> - -<p><span class="pagenum" id="Page_107">[107]</span></p> - - -<h3>EIGHTH GRADE</h3> - -<p>It now remains for the eighth grade teacher to -receive the pupils who have been for the last seven -years building among other useful habits the -penmanship structure. The writing is perhaps -one of the first subjects to be criticized or commented -upon when the class is promoted. The -evidence will be plainly for or against it.</p> - -<p>It is a common occurrence for a piano pupil -after discontinuing practice to refuse to perform. -An athlete out of practice is an awkward figure -when getting back into form. Therefore, as penmanship -is applied physical training it is not surprising -that pupils who do not keep up practice -to a reasonable extent soon lose skill. If the daily -practice must be application to other subjects, -and not drill work, great care should be exercised -to make conditions favorable for the retention of -the correct penmanship habit.</p> - -<p>It should be the privilege and duty of the pupils -of this grade so far as possible to place all -problems, etc., on the board for the teacher. Pupils -of this age should be given every opportunity -to use their good penmanship in any and all kinds -of clerical work. They like to feel that they are -helpful, and this spirit should be fostered. It is<span class="pagenum" id="Page_108">[108]</span> -a saving of the teacher’s time and strength, and -impresses pupils with the practical value of good -writing.</p> - -<p>As these pupils pass through the junior high -school, the senior high school, commercial colleges -or universities and out into the actual business -world, they will take on that individuality -in penmanship which suits best. The appearance -of their writing will be considerably modified -owing to the different conditions under which -each one performs his tasks. This is a matter of -minor importance.</p> - -<p>The important question for each teacher and -each pupil to answer in the affirmative is this: Is -the writing habit acquired in the grades the correct -one? The crown of all the efforts should be -an energy and time saving manner of writing that -will be entirely readable.</p> - -<p><em>Aim</em>: To develop relaxation, correct posture, -easy movement, sufficient speed to prevent finger -movement and to apply these fundamental principles -to all written exercises. Grade “Failure” -unless movement is applied as indicated above. -Attain a speed of one hundred letters in words -and sentences.</p> - -<p><em>Length of lesson</em>: See seventh grade.</p> - -<p>The material, distribution of time to subject<span class="pagenum" id="Page_109">[109]</span> -matter, heading and samples may profitably be -the same as for the three preceding grades.</p> - - -<h3>JUNIOR HIGH SCHOOL</h3> - -<p>When the seventh, eighth, and ninth grades are -set off by themselves and take the name of Junior -High School, conditions are somewhat different -than when they remain a part of the grade system.</p> - -<p>The ideals of the schools differ, as they should, -in some respects. A most striking difference is -that a greater freedom in the choice of subjects is -made possible in the junior high school.</p> - -<p>The tool subjects are wisely still obligatory -and penmanship should be pursued until mastered -sufficiently well to be a resource and not a -liability in carrying on other subjects.</p> - -<p><em>Aim</em>: To perfect penmanship as a tool for -school work and to impress those who plan to -enter upon business careers at the end of the -ninth year with the fact that they should be especially -serious in penmanship preparation.</p> - -<p><em>Material</em>: Similar to that suggested for preceding -grades.</p> - -<p><em>Required subject</em>: Penmanship should be required -through the seventh grade and of all<span class="pagenum" id="Page_110">[110]</span> -eighth grade pupils who cannot meet a reasonably -high standard previously agreed upon by the -principal, supervisor, and teachers.</p> - -<p><em>Administration of tests</em>: These should be given -several weeks before the end of each semester in -order to permit pupils who have not reached the -standard set to include penmanship in their programs.</p> - -<p>Ninth grade pupils who are specializing in -commercial subjects should have an opportunity -for daily drill in penmanship in order to perfect -their work to a higher degree. The materials, -distribution of time to subject matter, form for -headings, and samples may profitably be similar -to that suggested for former grades.</p> - -<p>The junior high teacher does not have the same -opportunity that the grade teacher enjoys for the -observation of results unless it is so arranged that -the penmanship teacher handles spelling also. In -such a case by using tact, firmness and some invention -this period of application may prove almost -or quite as valuable to the acquisition of the -correct writing habit as the time devoted to the -learning of the drills.</p> - -<p><span class="pagenum" id="Page_111">[111]</span></p> - - -<h3>SENIOR HIGH SCHOOL</h3> - -<p>Theoretically, students in the senior high school -should not find it necessary to pursue penmanship -for acquisition as a tool, but practically, we -find many who are so unskilled in this subject -that it is necessary to make provision for them.</p> - -<p>In any senior high school we may have pupils -who have not had the advantages of a good foundation -in the grades or in junior high. Again, -there are those who acquire manual dexterity -with great difficulty. Lastly, we have great numbers -that are qualifying for commercial lines. The -needs of all must be met. (Discussed more fully -in <a href="#Chapter_I">Chapter One</a>.)</p> - -<p><em>Aim</em>: To provide every student who leaves the -senior high school with a good working tool for -business or college. No possible excuse should be -offered in place of a good handwriting by a senior -high school graduate who has had the opportunity -to qualify.</p> - -<p><em>Materials</em>: Similar to those in the junior high -school.</p> - -<p><em>Required subject</em>: Penmanship should be required -of all who cannot meet a reasonably high -standard agreed upon by principal, supervisor, -and teachers. Commercial students should qualify -to a much higher degree than others.</p> - -<p><span class="pagenum" id="Page_112">[112]</span></p> - -<p>The administrations of tests, distribution of -time to subject matter, samples, may well be carried -on in a manner similar to that suggested for -the upper grades and junior high school.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_113">[113]</span></p> - -<h2 class="nobreak" id="Chapter_VIII"><span class="smcap">Chapter Eight</span> -<br /><span class="cheaderfont">SUPERVISION AND THE PENMANSHIP SUPERVISOR</span></h2> -</div> - -<h3>SUPERVISION IN THE PAST</h3> - -<p>Supervision had its rise in the early 70’s we -are told. At that time educators began to follow -to some extent the example of the world of industry. -Lotus D. Coffman gives us as a humorous -definition of the function of the early supervisor -the following: “The business of a supervisor is -to cast a genial influence over the schools, but -otherwise he is not to interfere with the work of -the schools.”</p> - -<p>Supervision is evolving, and the definition of -today may need to be revised tomorrow. At present -a supervisor represents the superintendent in -certain well defined lines. As a principal he may -have charge of a building. He may have charge -of two or more subjects in a smaller city. He may -have charge of one subject in a city, county, or -state.</p> - -<p><span class="pagenum" id="Page_114">[114]</span></p> - - -<h3>FUNCTION OF THE SUPERVISOR</h3> - -<p>The first function of a supervisor is generally -acknowledged to be improvement in classroom -teaching. Let us place second the responsibility -for a suitable course of study (in penmanship the -selection of the text), and third, responsibility -for standard methods whereby results may be -measured.</p> - - -<h3>LEADERSHIP A PRIME QUALIFICATION</h3> - -<p>Broad constructive leadership is the prime requisite -for one who would take upon himself the -arduous duties of supervisor, be it of one subject -or of many. Each candidate should subject himself -to a rigorous self-rating process before taking -up supervision, and those in service should continue -<em>to look within</em>. Many a situation would be -saved to leadership and society if all who term -themselves supervisors or even expect to some day -become such would turn the white light of inspection -upon themselves. It is not going too far to -say that the prospective supervisor before launching -himself should take unstinting pains to diagnose -his ability as a leader.</p> - -<p><span class="pagenum" id="Page_115">[115]</span></p> - - -<h3>PERSONALITY A NECESSARY QUALIFICATION</h3> - -<p>Supervisory positions are like others in that -two main qualities are essential, namely, desirable -personality and sufficient preparation. These -essentials must be fairly well balanced in the person -who is a candidate for a supervisory office. -We are familiar with the type of supervisor who, -though largely lacking scholastic attainments, is -so pleasing as to give a certain desirable kind of -service and who is therefore retained year after -year. Compare such a supervisor with the reverse, -the one who has all the professional degrees -obtainable but who lacks the human touch. Neither -type is entirely qualified.</p> - -<p>Teachers are good judges. Consult almost any -teacher-made list for desirable qualities, and you -will find that the points that make up a desirable -personality are given preference to scholarship -and other phases of preparation.</p> - -<p>Genuine leaders are always on the alert to improve -themselves. When leaders are kind, constantly -courteous, permit initiative, keep informed -on current movements, exhibit tact, show -industry, self-control, are optimistic, reliable, -courageous, just, open-minded, progressive, sincere, -tolerant; then, and then only, shall we cease<span class="pagenum" id="Page_116">[116]</span> -to hear teachers speak of the worthlessness of supervision. -(Perhaps poor supervision has been a -large factor in fostering poor teaching.)</p> - -<p>Physical strength to meet the numerous demands -is an essential. Desirable, in fact, necessary -requisites are pleasing manners, such as -poise, refinement, good speaking voice, and self -possession. The exercise of good taste in the matter -of correct and tasteful clothing goes far toward -obtaining and holding the respect of those with -whom a supervisor comes in contact. Dress -should be simple and appropriate, of excellent -quality, and not too striking. It has been the observation -of the writer that supervisors, both men -and women frequently use such excruciatingly -bad taste in the matter of apparel that those who -come in contact with them are very unfavorably -impressed. It does not take a great deal of imagination -to realize why the “celluloid collar man” -and the “overdressed” or “home made” woman is -not a welcome adjunct in the classroom or at -neighborhood gatherings.</p> - - -<h3>BROAD PREPARATION INDISPENSABLE -TO THE SUPERVISOR</h3> - -<p>In the not distant past special-subject supervisors -found it possible to qualify with no further<span class="pagenum" id="Page_117">[117]</span> -general preparation than a high school diploma -and a summer session or two at some higher institution. -This is now legally impossible in many -states and wisely so. A general college course is -desirable, and particularly so since supervisors -are apt to have occasion to direct teachers who -have had such training. Supervisors are criticized, -often justly, for being narrow and knowing -only one subject. Older supervisors should avail -themselves of the many opportunities for professional -growth.</p> - -<p>In addition to being a graduate of high school -and college a supervisor of a special subject -should have special training and practice teaching -along the line that he is supervising. Graduate -work on the part of the general supervisor -as the years go by is becoming almost a necessity.</p> - -<p>Travel is an essential part of education. It is -not putting it too strongly to say that all supervisors -should spend a part of nearly every summer -in travel or at some university. Exception may -be made of those who are called upon to contribute -to some higher institution as instructors.</p> - -<p>Every year worthy new educational books -come from the press, and many worth-while articles -are published in educational journals. Supervisors -who have a real message should be willing<span class="pagenum" id="Page_118">[118]</span> -to contribute to these journals. By working -out such articles the authors clarify their own -ideas and inspire their fellow workers. Careful -reading of educational journals is bound to keep -special-subject supervisors aware of the general -trend of education. Technical journals should -each month find their way to the desk of the supervisor -of special subjects.</p> - -<p>It is assumed that no person would be unwise -enough to attempt any sort of supervision before -having served a probationary term in the grades -and if possible in high school. This gives the -proper background for effective supervision. The -best supervisors are always in a process of preparation -and each year adds its quota of experience, -rounding off here, burnishing up there, -softening a high light of deficiency and blending -all into a more helpful and desirable whole.</p> - - -<h3>CONTINUAL PREPARATION ESSENTIAL</h3> - -<p>Let us assume that a person with such a personality -and scholarship as was mentioned earlier -in this chapter is now launched in a supervisory -position. That person does not cease his preparation -but rather continues it along practical lines -which may include some or all of the features -that are mentioned below.</p> - -<p><span class="pagenum" id="Page_119">[119]</span></p> - -<p>The supervisor who has a sound knowledge of -educational method will be able to improve class -room teaching and this is the primary purpose of -supervision.</p> - -<p>The course of study is a feature that any supervisor -should be constantly preparing to deal with, -but mainly in connection with suggestions from -the teachers who are dealing first hand with the -children. It is the part of wisdom and justice to -capitalize the strength of the teaching force, always -giving due credit therefor.</p> - -<p>The supervisor knows how to administer standard -tests, and is prepared to stand by the findings. -He is willing to point out the need of special educational -treatment in specific cases. He must be -prepared to place especially talented children in -their place and without fear. Each child should -have <em>his</em> opportunity, according to Dr. Virgil -Dickson. This is real democracy.</p> - -<p>The penmanship supervisor should at any time -be able to demonstrate his subject with the aid -of the class for the benefit of the teacher. One -thing is an essential, however: The supervisor -must do this in an artistic manner, and vastly -better than the teacher can do it. Demonstration -lessons are no doubt the most popular help -that can be rendered to teachers. Teachers like<span class="pagenum" id="Page_120">[120]</span> -to see how some one else meets the classroom -problem, and it is a golden time for the supervisor -to inculcate sound educational principles and -good practice.</p> - -<p>The supervisor should be prepared to administer -details such as routine matters, to plan visiting -days that are really worth while, to select -texts, material, etc.</p> - -<p>Supervisors should not only be constantly preparing -themselves for greater usefulness but -should stand ready through courses provided by -themselves to offer encouragement in extension -work, worth-while meetings, and in the planning -of educational exhibits. Such exhibits should be -kept by the supervisors in order to show new -teachers what has been attained in former years. -Standards can easily be made clear in this fashion.</p> - - -<h3>RATING</h3> - -<p>The much discussed problem of rating of teachers, -first used in 1896 in Milwaukee, is the cause -of considerable “grief” among many. We are all -rated in one way or another, and after all why be -sensitive about it? A good cure is a self rating -card, filled in carefully, prayerfully, and then laid -aside until next self rating day arrives. Self competition<span class="pagenum" id="Page_121">[121]</span> -is bound to yield good results. Let us -learn to look in the mirror without flinching.</p> - -<p>Whatever system is used the teacher should -have a copy of the score card and thereby learn -upon what qualities to place values. The score -card is especially valuable for the reason just -given. No teacher should rise or fall on the -strength of one rating, or on the strength of the -rating of one person. Boice, Elliott and Rugg -have all contributed much in the way of score -cards. Mr. Cook of South Dakota explains a -most interesting and meritorious system in use in -his state.</p> - -<p>It remains for Katherine Taylor Cranor to present -the first self scoring card for the supervisor -as an aid to efficiency in school work. It offers -to each one upon whom the mantle of supervision -has fallen food for thought. It must provoke -any thinking person to a critical evaluation -of himself and his work. The six main topics -covered are in substance as follows:</p> - -<p>1. Educational, social, and personal qualifications: -These include liberal education, tact, tolerance, -poise, appearance, disposition, leadership, -loyalty, ability to speak in public, patience, 260 -points.</p> - -<p>2. Course of study: Cooperation in making it, -ability to interpret it, 140 points.</p> - -<p><span class="pagenum" id="Page_122">[122]</span></p> - -<p>3. Relationship to teachers: Wise selection, -consideration of health of teachers, growth, self -improvement, initiative, effect on their lives, community -needs, 200 points.</p> - -<p>4. Duty toward instruction: Visiting classes, -300 points.</p> - -<p>5. Attention to details: Text books, demonstrations, -routine, 50 points.</p> - -<p>6. Publicity, 50 points.</p> - -<p style="margin-left:4em"><em>Total</em>, 1,000 points.</p> - - -<h3>THE BEST QUALIFIED SUPERVISOR</h3> - -<p>Is it too much to say that the best qualified, -the best prepared penmanship supervisor is the -one that shares responsibility, is broad visioned, -has both hand and heart culture, is helpful, courageous, -and who still retains the human touch -and most rapidly makes himself unnecessary to -the teacher?</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_123">[123]</span></p> - -<h2 class="nobreak" id="BIBLIOGRAPHY">BIBLIOGRAPHY</h2> -</div> - - -<p><cite>American Penman</cite> (Austin Norman Palmer, Editor), a -monthly publication. A. N. Palmer Publishing Co., -New York City.</p> - -<p>Ayres, Dr. Leonard P., <cite>A Scale for Measuring the Handwriting -of Adults</cite>. Division of Education, Russell -Sage Foundation. New York City, 1915.</p> - -<p><cite>Business Educator</cite>, a monthly publication, Columbus, O.</p> - -<p><cite>Course of Study Monographs</cite>, Elementary Schools, No. -5, Penmanship. Berkeley, California, 1921.</p> - -<p><cite>Course of Study, Syllabus in Penmanship</cite>, as adopted by -the Board of Education, City of New York, Park -Avenue and 59th Street, New York, 1921.</p> - -<p><cite>Course of Study, Handwriting</cite>, by Administrative Department, -Colorado Springs Public Schools, Colorado -Springs, Colorado, 1921.</p> - -<p>Daugherty, Mary L., “History of the Teaching of Handwriting -in America,” <cite>Elementary School Journal</cite>, December, -1917.</p> - -<p>Edson, Andrew W., Associate City Superintendent, New -York, <cite>Muscular Movement in Its Practical Application</cite>. -A. N. Palmer Publishing Co., New York, 1910.</p> - -<p>Freeman and Daugherty, <cite>How to Teach Handwriting</cite>. -Houghton, Mifflin Co., Boston, 1923.</p> - -<p>Freeman, Frank Nugent, <cite>The Teaching of Handwriting</cite>. -Houghton, Mifflin Co., Boston, 1914.</p> - -<p>—— “Present Day Issues in the Teaching of Handwriting,” -<cite>Elementary School Journal</cite>, Sept., 1923.</p> - -<p><span class="pagenum" id="Page_124">[124]</span></p> - -<p>French, W. L., <cite>Psychology of Handwriting</cite>. Putnam, -New York, 1914.</p> - -<p>Gray, Clarence Freeman, <cite>A Score Card for the Measurement -of Handwriting</cite>. The University, Austin, Tex., -1915.</p> - -<p>Hiles, Leta Severance, and Lorenz, Marian S., <cite>Course of -Study</cite>, Long Beach Public Schools, Long Beach, California, -1923.</p> - -<p>Lister, C. C., <cite>Muscular Movement Writing, Advanced -Book</cite>. The Macmillan Company, New York, 1919.</p> - -<p>—— <cite>What I Saw in a Writing Class</cite>. A. N. Palmer -Publishing Co., New York, 1912.</p> - -<p>—— <cite>Writing Lessons in the Primary Grades and -Teachers’ Guide to Writing Lessons in Primary -Grades</cite>. A. N. Palmer Publishing Co., New York, -1912.</p> - -<p>Meleney, Dr. Clarence E., Associate City Superintendent, -New York City, <cite>Observation on the Teaching of Penmanship -in the Elementary Schools</cite>. A. N. Palmer -Publishing Co., New York, 1911.</p> - -<p>Mills, Edward Clarence, <cite>Business Penmanship</cite>. American -Book Co., New York, 1916.</p> - -<p>Palmer, Austin Norman, <cite>Palmer Method</cite>. A. N. Palmer -Publishing Co., New York, 1921.</p> - -<p>—— <cite>Penmanship Pointers</cite>, a bi-monthly magazine. -A. N. Palmer Publishing Co., New York.</p> - -<p>—— <cite>Palmer Penmanship Budget.</cite> A. N. Palmer Publishing -Co., New York, 1915.</p> - -<p>Shouse, J. B., “Obstacles to Good Handwriting,” <cite>Elementary -School Journal</cite>, December, 1923.</p> - -<p>Smith, Albert J., <cite>Applied Graphology</cite>. The Gregg Publishing -Co., New York, 1920.</p> - -<p><span class="pagenum" id="Page_125">[125]</span></p> - -<p>Snesrud, J. M., <cite>Handwriting Efficiency in Junior and Senior -High Schools</cite>. The Gregg Publishing Co., New -York, 1921.</p> - -<p><cite>Spencerian Authors.</cite> Ivison, Blakeman, Taylor & Co., -New York, 1874.</p> - -<p>Starch, Dr. Daniel, <cite>Educational Measurements</cite>. The Macmillan -Company, New York, 1916.</p> - -<p>—— <cite>Educational Psychology</cite>. The Macmillan Company, -New York, 1919.</p> - -<p>Stryker, J. A., “Normal School Penmanship.” Paper read -before the National Association of Penmanship Supervisors, -Chicago, 1914.</p> - -<p><cite>The 18th Year Book of the National Society for the Study -of Education</cite>, Part II. Public School Publishing Co., -Bloomington, Ill., 1919.</p> - -<p>Thompson, Mary Elizabeth, <cite>Psychology and Pedagogy of -Writing</cite>. Warwick & York, Baltimore, 1911.</p> - -<p>Thompson, O. S., <cite>Thompson’s New Penmanship, Teachers’ -Manual</cite>. Privately printed, Monrovia, California, -1915.</p> - -<p>Taylor, Dr. Joseph S., District Superintendent, New -York City, <cite>Educational Value of Muscular Movement -Writing</cite>. A. N. Palmer Publishing Co., New York, -1910.</p> - -<p>Zaner, C. P., <cite>Zaner Method Manual 144</cite>. Zaner & Bloser -Publishing Co., Columbus, Ohio, 1915.</p> - -<p>—— <cite>Blackboard Writing.</cite> Zaner & Bloser Publishing -Co., Columbus, Ohio, 1911.</p> -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter boxitindex"> -<p class="pminus1"><span class="pagenum" id="Page_126">[126]</span></p> - -<h2 class="nobreak pminus1" id="INDEX">INDEX</h2> - - -<ul class="index"> -<li class="ifrst">Accuracy, Penmanship an aid to, <a href="#Page_32">32</a></li> - -<li class="indx">Alphabet, <a href="#Page_76">76</a></li> - -<li class="indx">Association, Laws of, <a href="#Page_41">41</a></li> - -<li class="indx">Athletics, Penmanship as correlated with, <a href="#Page_15">15</a>;</li> -<li class="isub1">Dr. Gulick’s rules, <a href="#Page_32">32</a>;</li> -<li class="isub1">relation to penmanship, <a href="#Page_33">33</a></li> - -<li class="indx">Awards, <a href="#Page_83">83</a></li> - - -<li class="ifrst">Blackboard, Kind and use of, <a href="#Page_63">63</a>;</li> -<li class="isub1">as a teacher, <a href="#Page_64">64</a>;</li> -<li class="isub1">gives courage to poor writers, <a href="#Page_65">65</a>;</li> -<li class="isub1">points to be observed in lessons on, <a href="#Page_65">65</a>, <a href="#Page_67">67</a></li> - -<li class="indx">Blackboard procedure for all grades, <a href="#Page_73">73</a>, <a href="#Page_75">75</a></li> - -<li class="indx">Blotter, Use of, <a href="#Page_70">70</a></li> - -<li class="indx">Boice, quoted, <a href="#Page_121">121</a></li> - - -<li class="ifrst">Chamberlain, Quotation, <a href="#Page_32">32</a></li> - -<li class="indx">Clews, Henry, Statement of, <a href="#Page_9">9</a></li> - -<li class="indx">Coffman, Lotus D., quoted, <a href="#Page_113">113</a></li> - -<li class="indx">Colonel Parker, Quotation, <a href="#Page_57">57</a></li> - -<li class="indx">Commercial schools, Success of, <a href="#Page_45">45</a></li> - -<li class="indx">Commercialization of penmanship, <a href="#Page_9">9</a></li> - -<li class="indx">Comprehensive Physical Culture, Rules for good bearing quoted from, <a href="#Page_22">22</a></li> - -<li class="indx">Conventions, Obedience to, encouraged, <a href="#Page_13">13</a></li> - -<li class="indx">Cook, quoted, <a href="#Page_121">121</a></li> - -<li class="indx">Cooperation of all officials and departments necessary, <a href="#Page_58">58</a>, <a href="#Page_59">59</a></li> - -<li class="indx">Correlation of penmanship with other subjects, <a href="#Page_57">57</a></li> - -<li class="indx">Counting, <a href="#Page_83">83</a></li> - -<li class="indx">Count, correct, Movement regulated by, <a href="#Page_24">24</a></li> - -<li class="indx">Cranor, Katherine Taylor, quoted, <a href="#Page_121">121</a></li> - -<li class="indx">Credit evaluation, <a href="#Page_50">50</a></li> - - -<li class="ifrst">Dictation, <a href="#Page_83">83</a></li> - - -<li class="ifrst">Elliott, quoted, <a href="#Page_121">121</a></li> - -<li class="indx">Eyesight, Conservation of, <a href="#Page_47">47</a></li> - - -<li class="ifrst">Figures, <a href="#Page_75">75</a></li> - -<li class="indx">Folders, <a href="#Page_68">68</a></li> - - -<li class="ifrst">Good writing, worth while, <a href="#Page_11">11</a></li> - -<li class="indx">Good writing a time saver, <a href="#Page_12">12</a></li> - -<li class="indx">Good writing, Confidence established through, <a href="#Page_13">13</a></li> - -<li class="indx">Grade, First, <a href="#Page_86">86</a>;</li> -<li class="isub1">nature and difficulty of problem, <a href="#Page_87">87</a>, <a href="#Page_88">88</a>;</li> -<li class="isub1">aim, <a href="#Page_88">88</a>;</li> -<li class="isub1">material, <a href="#Page_89">89</a>;</li> -<li class="isub1">length of lesson, <a href="#Page_89">89</a>;</li> -<li class="isub1">demonstration, <a href="#Page_89">89</a>;</li> -<li class="isub1">distribution of time, <a href="#Page_90">90</a>;</li> -<li class="isub1">names, <a href="#Page_90">90</a>;</li> -<li class="isub1">Z group, <a href="#Page_90">90</a></li> - -<li class="indx">Grade, Second, <a href="#Page_91">91</a>;</li> -<li class="isub1">conditions necessary for laying correct foundation, <a href="#Page_91">91</a>;</li> -<li class="isub1">results based upon use of correct habit, <a href="#Page_92">92</a>;</li> -<li class="isub1">board work, <a href="#Page_92">92</a>;</li> -<li class="isub1">posture, <a href="#Page_92">92</a>;</li> -<li class="isub1">aim, <a href="#Page_93">93</a>;</li> -<li class="isub1">material, <a href="#Page_93">93</a>;</li> -<li class="isub1">length of lesson, <a href="#Page_94">94</a>;</li> -<li class="isub1">demonstration 94;</li> -<li class="isub1">Z group, <a href="#Page_94">94</a>;</li> -<li class="isub1">distribution of time to subject matter, <a href="#Page_94">94</a>;</li> -<li class="isub1">headings, <a href="#Page_94">94</a></li> - -<li class="indx">Grade, Third, <a href="#Page_95">95</a>;</li> -<li class="isub1">ability of, <a href="#Page_95">95</a>;</li> -<li class="isub1">Dr. Ayres, quoted, on legibility, <a href="#Page_95">95</a>;</li> -<li class="isub1">reviews, <a href="#Page_96">96</a>;</li> -<li class="isub1"><span class="pagenum" id="Page_127">[127]</span>aim, <a href="#Page_96">96</a>;</li> -<li class="isub1">material, <a href="#Page_97">97</a>;</li> -<li class="isub1">length of lesson, <a href="#Page_97">97</a>;</li> -<li class="isub1">distribution of time, <a href="#Page_97">97</a>;</li> -<li class="isub1">heading, <a href="#Page_97">97</a>;</li> -<li class="isub1">sample, <a href="#Page_97">97</a>, <a href="#Page_98">98</a></li> - -<li class="indx">Grade, Fourth, <a href="#Page_98">98</a>;</li> -<li class="isub1">demand met by, <a href="#Page_98">98</a>;</li> -<li class="isub1">aim, <a href="#Page_98">98</a>;</li> -<li class="isub1">materials, <a href="#Page_99">99</a>;</li> -<li class="isub1">length of lesson, <a href="#Page_97">97</a>;</li> -<li class="isub1">distribution of time, <a href="#Page_99">99</a>;</li> -<li class="isub1">heading, <a href="#Page_99">99</a>;</li> -<li class="isub1">sample, <a href="#Page_100">100</a></li> - -<li class="indx">Grade, Fifth, <a href="#Page_100">100</a>;</li> -<li class="isub1">independent work may be expected of, <a href="#Page_100">100</a>;</li> -<li class="isub1">aim, <a href="#Page_101">101</a>;</li> -<li class="isub1">material, <a href="#Page_101">101</a>;</li> -<li class="isub1">length of lesson, <a href="#Page_101">101</a>;</li> -<li class="isub1">distribution of time to subject matter, <a href="#Page_102">102</a>;</li> -<li class="isub1">heading, <a href="#Page_102">102</a>;</li> -<li class="isub1">sample, <a href="#Page_102">102</a></li> - -<li class="indx">Grade, Sixth, <a href="#Page_103">103</a>;</li> -<li class="isub1">demand pressing in, <a href="#Page_103">103</a>;</li> -<li class="isub1">object clear to pupils, <a href="#Page_103">103</a>;</li> -<li class="isub1">aim, <a href="#Page_103">103</a></li> - -<li class="indx">Grade, Seventh, <a href="#Page_104">104</a>;</li> -<li class="isub1">quality equal to that of adults, <a href="#Page_104">104</a>;</li> -<li class="isub1">interest continued, <a href="#Page_104">104</a>;</li> -<li class="isub1">home practice of, <a href="#Page_104">104</a>, <a href="#Page_105">105</a>;</li> -<li class="isub1">musical accompaniment, <a href="#Page_105">105</a>;</li> -<li class="isub1">captains in, <a href="#Page_105">105</a>, <a href="#Page_106">106</a>;</li> -<li class="isub1">results, <a href="#Page_106">106</a>;</li> -<li class="isub1">aim, <a href="#Page_106">106</a>;</li> -<li class="isub1">length of lesson, <a href="#Page_106">106</a></li> - -<li class="indx">Grade, Eighth, <a href="#Page_107">107</a>;</li> -<li class="isub1">Practice maintained in, <a href="#Page_107">107</a>;</li> -<li class="isub1">practical aid of pupils in, <a href="#Page_107">107</a>;</li> -<li class="isub1">individuality develops in, <a href="#Page_108">108</a>;</li> -<li class="isub1">habits important in, <a href="#Page_108">108</a>;</li> -<li class="isub1">aim, <a href="#Page_108">108</a>;</li> -<li class="isub1">length of lesson, <a href="#Page_108">108</a></li> - -<li class="indx">Group Plan most effective, <a href="#Page_38">38</a></li> - -<li class="indx">Group Plan, Value of, <a href="#Page_25">25</a>;</li> -<li class="isub1">the working of, <a href="#Page_26">26</a>, <a href="#Page_27">27</a>, <a href="#Page_28">28</a></li> - - -<li class="ifrst">Habits, Correct maxims for, <a href="#Page_39">39</a>, <a href="#Page_40">40</a>;</li> -<li class="isub1">new habit may discommode, <a href="#Page_40">40</a></li> - -<li class="indx">Habits, Correct, established by repetition, <a href="#Page_41">41</a></li> - -<li class="indx">Habits, good, Objectives in, <a href="#Page_77">77</a></li> - -<li class="indx">High School, Junior, <a href="#Page_109">109</a>;</li> -<li class="isub1">Condition in, <a href="#Page_109">109</a>;</li> -<li class="isub1">ideals of, <a href="#Page_109">109</a>;</li> -<li class="isub1">tool subjects in, <a href="#Page_109">109</a>;</li> -<li class="isub1">aim, <a href="#Page_109">109</a>;</li> -<li class="isub1">material, <a href="#Page_109">109</a>;</li> -<li class="isub1">required subjects, <a href="#Page_109">109</a>;</li> -<li class="isub1">tests, <a href="#Page_110">110</a>;</li> -<li class="isub1">application, <a href="#Page_110">110</a></li> - -<li class="indx">High School, Senior, <a href="#Page_111">111</a>;</li> -<li class="isub1">many unskilled in, <a href="#Page_111">111</a>;</li> -<li class="isub1">lack of preparation, <a href="#Page_111">111</a>;</li> -<li class="isub1">aim, <a href="#Page_111">111</a>;</li> -<li class="isub1">materials, <a href="#Page_111">111</a>;</li> -<li class="isub1">required subject, <a href="#Page_111">111</a>;</li> -<li class="isub1">tests, <a href="#Page_112">112</a></li> - - -<li class="ifrst">Initial drafts, <a href="#Page_11">11</a></li> - -<li class="indx">Ink, Kind, care of, <a href="#Page_71">71</a></li> - - -<li class="ifrst">James, on relaxation, quoted, <a href="#Page_16">16</a></li> - -<li class="indx">James, Quotation on interest, <a href="#Page_33">33</a></li> - - -<li class="ifrst">Line Quality, <a href="#Page_79">79</a></li> - - -<li class="ifrst">McMurray, How to Study, <a href="#Page_11">11</a></li> - -<li class="indx">McMurray, quoted, <a href="#Page_62">62</a></li> - -<li class="indx">Manual arts, Penmanship as one, <a href="#Page_13">13</a></li> - -<li class="indx">Mastery, Pleasure and profit in, <a href="#Page_42">42</a></li> - -<li class="indx">Material, Economy of, <a href="#Page_71">71</a>;</li> -<li class="isub1">good, necessary, <a href="#Page_47">47</a></li> - -<li class="indx">Maxwell, Henry, Study of efficiency by, <a href="#Page_50">50</a></li> - -<li class="indx">Muscular movement a reformer, <a href="#Page_14">14</a></li> - -<li class="indx">Muscular movement, application to general writing, <a href="#Page_42">42</a></li> - -<li class="indx">Muscular movement conserves time and energy, <a href="#Page_45">45</a>, <a href="#Page_46">46</a>;</li> -<li class="isub1">conserves vision, <a href="#Page_47">47</a>;</li> -<li class="isub1">conserves health generally, <a href="#Page_48">48</a></li> - -<li class="indx">Muscular movement defined, <a href="#Page_43">43</a></li> - -<li class="indx">Muscular movement, universal method, <a href="#Page_44">44</a></li> - -<li class="indx">Muscular movement, Utility of, <a href="#Page_12">12</a></li> - - -<li class="ifrst">Name-Cards, <a href="#Page_75">75</a></li> - - -<li class="ifrst">Paper, Economy of, <a href="#Page_67">67</a>;</li> -<li class="isub1">quality and ruling, <a href="#Page_68">68</a></li> - -<li class="indx"><span class="pagenum" id="Page_128">[128]</span>Paper, How to move and slant, <a href="#Page_73">73</a></li> - -<li class="indx">Parents, Influence of, <a href="#Page_60">60</a></li> - -<li class="indx">Pencils, Kind, <a href="#Page_68">68</a>;</li> -<li class="isub1">Use of, by primary pupils only, <a href="#Page_69">69</a></li> - -<li class="indx">Penholder, kind, <a href="#Page_70">70</a></li> - -<li class="indx">Penholders, position of, <a href="#Page_21">21</a>, <a href="#Page_22">22</a></li> - -<li class="indx">Pens, Kind, care of, <a href="#Page_69">69</a></li> - -<li class="indx">Plan, A general, <a href="#Page_85">85</a></li> - -<li class="indx">Poor writing a handicap, <a href="#Page_10">10</a></li> - -<li class="indx">Position, Correct, of hand, <a href="#Page_20">20-21</a></li> - -<li class="indx">Posture, correct, Value of, <a href="#Page_19">19</a>;</li> -<li class="isub1">methods of obtaining, <a href="#Page_19">19-20</a></li> - -<li class="indx">Posture, correct, Frequency of drill on, <a href="#Page_20">20</a></li> - -<li class="indx">Practice, Results of thoughtless, <a href="#Page_33">33</a>;</li> -<li class="isub1">frequency means economy, <a href="#Page_34">34</a>;</li> -<li class="isub1">concrete suggestions for preliminary, <a href="#Page_34">34</a>;</li> -<li class="isub1">content and length of period, <a href="#Page_35">35</a>, <a href="#Page_36">36</a>;</li> -<li class="isub1">effective leads to correct writing habit, <a href="#Page_37">37</a></li> - -<li class="indx">Progress lesson, <a href="#Page_77">77</a>, <a href="#Page_78">78</a></li> - - -<li class="ifrst">Rating, Value of, <a href="#Page_120">120</a>, <a href="#Page_121">121</a></li> - -<li class="indx">Relaxation a necessary condition, <a href="#Page_16">16</a></li> - -<li class="indx">Relaxation of adults, <a href="#Page_16">16</a></li> - -<li class="indx">Relaxation, Six methods of obtaining, <a href="#Page_17">17-18</a></li> - -<li class="indx">Review, Value of, <a href="#Page_30">30</a></li> - - -<li class="ifrst">Samples, Object of, <a href="#Page_80">80</a>;</li> -<li class="isub1">procedure and standards, <a href="#Page_81">81</a></li> - -<li class="indx">Score card, Value of, <a href="#Page_121">121</a></li> - -<li class="indx">Segregation, Value of, <a href="#Page_78">78</a>, <a href="#Page_79">79</a></li> - -<li class="indx">Similarity of letter forms, recognition of, <a href="#Page_30">30</a></li> - -<li class="indx">Slant, Correct, the result of correct direction of movement, <a href="#Page_23">23</a></li> - -<li class="indx">Standards, Two sets of, <a href="#Page_9">9</a></li> - -<li class="indx">Study, How to, <a href="#Page_72">72</a>;</li> -<li class="isub1">capitals, <a href="#Page_72">72</a>;</li> -<li class="isub1">words and sentences, <a href="#Page_72">72</a></li> - -<li class="indx">Supervisor, defined, The best, <a href="#Page_122">122</a></li> - -<li class="indx">Supervisor, Function of, <a href="#Page_114">114</a></li> - -<li class="indx">Supervisor, Leadership a prime qualification, <a href="#Page_114">114</a>;</li> -<li class="isub1">preparation and desirable personality necessary, <a href="#Page_115">115</a>, <a href="#Page_116">116</a>, <a href="#Page_117">117</a>;</li> -<li class="isub1">physical endurance and appearance, <a href="#Page_116">116</a>;</li> -<li class="isub1">experience an aid to, <a href="#Page_118">118</a>;</li> -<li class="isub1">continual preparation necessary for, <a href="#Page_118">118</a>;</li> -<li class="isub1">aid in improving class room instruction, <a href="#Page_119">119</a>;</li> -<li class="isub1">course of study and the, <a href="#Page_119">119</a>;</li> -<li class="isub1">value of tests recognized by, <a href="#Page_119">119</a>;</li> -<li class="isub1">ability to demonstrate necessary for, <a href="#Page_119">119</a>;</li> -<li class="isub1">attention to routine matters, <a href="#Page_120">120</a>;</li> -<li class="isub1">service, <a href="#Page_120">120</a></li> - -<li class="indx">Supervisor’s visit, Preparation of teacher for, <a href="#Page_81">81</a>, <a href="#Page_82">82</a></li> - - -<li class="ifrst">Teacher, Duty of, <a href="#Page_52">52</a>;</li> -<li class="isub1">qualifications of, <a href="#Page_53">53</a>;</li> -<li class="isub1">as psychologists, <a href="#Page_54">54</a>;</li> -<li class="isub1">as demonstrators, <a href="#Page_55">55</a>;</li> -<li class="isub1">best proof of a good, <a href="#Page_55">55</a>;</li> -<li class="isub1">personal influence of, <a href="#Page_56">56</a>;</li> -<li class="isub1">as an inspiration, <a href="#Page_56">56</a></li> - -<li class="indx">Technique necessary, <a href="#Page_51">51</a></li> - -<li class="indx">Test, A satisfactory, <a href="#Page_61">61</a>, <a href="#Page_62">62</a></li> - -<li class="indx">Tests, Application of standard, <a href="#Page_76">76</a>;</li> -<li class="isub1">endurance, <a href="#Page_76">76</a></li> - -<li class="indx">Tests, standard, Use of, <a href="#Page_84">84</a></li> - -<li class="indx">Theorist, defined, A, <a href="#Page_52">52</a></li> - -<li class="indx">Time, Economy of, <a href="#Page_48">48</a>, <a href="#Page_49">49</a>;</li> -<li class="isub1">a computation on, <a href="#Page_50">50</a></li> - -<li class="indx">Timepiece, Use of, <a href="#Page_83">83</a></li> - -<li class="indx">Typewriter, Use of, <a href="#Page_9">9</a></li> - - -<li class="ifrst">Visualization, Correct, <a href="#Page_28">28</a>;</li> -<li class="isub1">principle of multiple impression, <a href="#Page_29">29</a></li> - -<li class="indx">Visualization, Rules for effective, <a href="#Page_31">31</a></li> - - -<li class="ifrst">Z Group, <a href="#Page_77">77</a></li> -</ul> -</div> - -<hr class="tb x-ebookmaker-drop" /> - - -<div class="chapter"> -<div class="transnote"> -<h2 style="margin-top: 0em">Transcriber’s Notes:</h2> - -<p>Illustrations have been moved to paragraph breaks near where they are -mentioned.</p> - -<p>Punctuation has been made consistent.</p> - -<p>Variations in spelling and hyphenation were retained as they appear in -the original publication, except that obvious typographical errors -have been corrected.</p> -</div></div> - 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