,transcriber's ,notes3 ,text enclosed by underscores is in italics 7italics74 ,additional ,transcriber's ,notes are at the end4 99 99 99 99 99 ,,penmanship ,teaching and ,supervision ,,penmanship ,teaching and ,supervision ,,by ,,leta ,,severance ,,hiles ,supervisor of ,penmanship ,long ,beach1 ,california ,,jesse ,,ray ,,miller #cdgd ,,university ,,avenue ,,los ,,angeles 99 99 99 99 99 ,,copyright #aibd1 ,,by ,,jesse ,,ray ,,miller ,,first ,,printing ,,april1 #aibd ,printed in the ,united ,states of ,america ,press of ,jesse ,ray ,miller ,los ,angeles ,,contents ,,chapter ,i ,,the ,,penmanship ,,problem #i ,the ,commercial ,factor--,the ,educational ,factor--,educational ,value4 ,,ii ,,fundamentals ,,concerned ,,in ,,the ,,problem #ae ,physical ,training ,phase--,correct ,posture--,correct ,movement--,visualization of ,letter ,forms--,practice-- ,application of the ,correct ,habits to ,daily ,requirements4 ,,iii ,,the ,,generally ,,accepted ,,solution3 ,,muscular ,,movement #dc ,conservation of ,health a ,prime ,factor in the ,solution-- ,economy of ,time a ,result of the ,solution4 ,,iv ,,preparation ,,of ,,the ,,teacher #ea ,the ,technique of the ,subject--,the ,ability to ,secure ,results--,the ,penmanship ,perspective4 ,v ,,suitable ,,equipment ,,and ,,materials #fa ,text--,blackboard and the ,use of ,it--,paper--,folders-- ,pencil--,pen--,penholder--,blotter--,in k--,economy in the ,use of ,material4 ,,vi ,,some ,,workable ,,suggestions #gb ,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 ,tests4 ,,vii ,,suggestions ,,for ,,the ,,grades1 ,,junior ,,and ,,senior ,,high ,,schools #he ,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 ,school4 ,,viii ,,supervision ,,and ,,the ,,penmanship ,,supervisor #aac ,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 ,supervisor4 ,,bibliography #abc ,,index #abf ,,introduction ,reading1 writing1 and arithmetic have for long been looked upon as the fundamentals in education4 ,and in very truth they are4 ,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 language4 ,in fact1 many failures in school and misunderstandings in actual life are due to inability to properly interpret text1 read intelligently1 or speak correctly4 ,no small part of this entire problem1 especially when applied to grade pupils1 is the mechanical or penmanship side4 ,everywhere there is criticism1 on the part of teachers and parents1 of the quality of the pupils' writing4 ,in many instances the process is a slow and laborious one4 ,the bodily positions assumed by pupils during the operation of writing are harmful4 ,the effort frequently results in an illegible scrawl4 ,too often1 little or no attention is given penmanship in the grades and consequently boys and girls go through life laboring under a serious handicap4 ,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 penmanship1 without causing strain of eye or cramp of hand4 ,the treatment of the subject is simple and direct4 ,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 penmanship4 ,the materials necessary are taken up in detail4 ,the teacher's preparation is dwelt upon4 ,workable suggestions are given a place4 ,one chapter deals with the minimum requirements for all and the closing chapter discusses supervision4 ,the entire work is based upon an extended experience with pupils and teachers4 ,every suggestion and direction has been worked out in actual practice4 ,the volume has been prepared in response to continued requests from teachers1 principals1 and superintendents who desire explicit directions that can be used to supplement any system of muscular movement penmanship4 ,the author wishes to express her gratitude to the hundreds of teachers1 scattered throughout several states in the ,union1 to whom she has had the privilege of offering instruction and from whom helpful suggestions have come4 ,l4 ,s4 ,h4 ,,chapter ,,one ,,the ,,penmanship ,,problem ,,the ,,commercial ,,factor ,we are living in a practical age4 ,every institution of worth points to the truth of this statement4 ,of every plan advanced the query comes1 8,will it stand a practical test80 ,we are constantly experimenting with1 and adopting1 new methods1 and those in force today may be displaced tomorrow as being behind the spirit of the time4 ,it is only natural that the commercialization of penmanship should take place4 ,when a business man is asked what qualification counts most in employing clerks he is very apt to say1 8,other things being equal1 the good writer gets the place40 ,henry ,clews1 the ,wall ,street banker1 frankly states that the beginning of his successful career may be traced to good penmanship4 ,a letter of application for a position is not judged by school room standards1 but by business standards4 ,these two sets of standards should be in harmony4 ,an educator of authority finds that 8there 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 himself4 ,our methods as practiced however1 would hardly be recognized as having any foundation in the thought for future citizenship40 ,think of the vast army of boys and girls who leave the elementary school at an early age to earn a livelihood4 ,these should be given the best practical equipment4 ,to be sure1 there are those who cite instances of great men whose handwriting is almost unreadable1 and argue that point in favor of allowing all public school pupils to be poor writers4 ,common sense teaches us that it is unwise to burden ourselves with an unnecessary handicap4 ,others will say that it is not worth while1 as every one will use a typewriter upon entering the commercial world4 ,only a certain proportion will enter the world of commerce1 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 typewriter4 ,the initial drafts of the majority of all important documents are usually written with the pen4 ,we have the word of many an author that an attempt to dictate the first draft results disastrously to the content of the manuscript4 ,we therefore infer that in matters of importance the use of the mechanical device is not conducive to the best composition4 ,the typewriter is of great convenience after the first draft has been revised4 ,,the ,,educational ,,factor ,again1 would it not be vastly worth while1 even for school purposes alone1 to learn rapid1 easy and legible hand-writing1 since a majority of pupils spend nine years in the elementary and junior high schools8 ,a good percentage finish high school and many pursue a college career for four years4 ,what an asset good easy writing is in school and college6 ,every pupil owes it as a duty to himself and to his instructors to express himself legibly on paper4 ,finally1 while its worth cannot be fully estimated1 good writing is eagerly sought and its possessor finds it ever a ready servant and valued friend4 ,we should strive for usable knowledge4 ,in ,mc,murray's ,how ,to ,study we learn that 8,it is a part of one's work as a student1 therefore1 to plan to turn one's knowledge to some account2 to plan not alone to sell it for money1 but to use it in various ways in daily life40 ,,educational ,,value ,perhaps the most widely recognized educational value of good penmanship would come under the head of utility4 ,pleasing angles1 graceful curves1 uniformity1 and clear strong lines appeal alike to all4 ,from the attitude taken by many educational folk1 relegating this subject in the curriculum to the background1 we might think that they prefer illegible writing4 ,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 friends4 ,muscular movement penmanship may be utilized to advantage in school and out4 ,in the first place it saves the pupils' time and physical energy in execution and the teachers' time and energy in interpreting4 ,in the second place it is most emphatically demanded by the world that many of these pupils will enter upon leaving school4 ,parents draw their conclusions1 many times1 regarding the quality of work in the school largely from the appearance of written work4 ,pupils who have persistently followed the drill until it has influenced their actual writing will soon realize their power3 here is the evidence on paper1 the measure of the effort put forth4 ,they have conquered both mentally and physically4 ,will not the confidence established in their own ability be of value to them in mastering other subjects8 ,what gives more pleasure1 self-respect and encouragement to persevere than the conscious knowledge of skill8 ,this consciousness of power and skill is a tremendous educational force and one that should receive constant recognition with reference to penmanship4 ,many are the pupils who have great difficulty in gaining book lore1 but who find the manual arts attractive4 ,to such the consciousness that they can do even one thing well is a powerful inducement toward the mastery of something less attractive4 ,pupils learn before they finish the elementary school that proper conventions must be observed in order to preserve social order and relations4 ,when these conventions are overlooked to a great extent in writing1 pupils are not gaining the most that the subject has to teach them4 ,when irregularities become noticeable a check should be placed2 otherwise the habit will become strong enough to be of great hindrance in later life4 ,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 obeying1 to a reasonable degree1 the conventional lines which all social beings are bound to recognize4 ,who cannot recall at least one 8bad boy0 who has been completely reformed by some one of the manual arts8 ,muscular movement penmanship has many such to its credit4 ,teachers and supervisors are called upon quite as much to reform as to form and inform4 ,,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 penmanship4 ,they will draw upon former experiences in the field or gymnasium and compare the value of relaxation1 good posture1 rhythm1 and continuity of movement4 ,they will recognize that the same laws of control govern ,indian club swinging1 field sports1 and penmanship4 ,they will appreciate the fact that to obtain good results with the pen they must follow with military precision the directions of the leader4 ,interest will be doubled when pupils really find themselves4 ,many pupils obey the laws of correlation naturally1 and through their athletics they gain control of the muscular adjustment that operates in the process of writing4 ,adult learners of muscular movement frequently have more difficulty in relaxing completely than do younger pupils4 ,often with adults the habit of bodily relaxation has not been developed along with other habits1 and therefore muscular tension prevails4 ,a leading criticism on ,americans is that we never relax4 ,james says3 8,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 worker2 and tension and anxiety1 present and future1 all mixed up together in our mind at once1 are the surest drags upon steady progress40 ,illustration3 ,,at ,,attention ,illustration3 ,,relaxation ,illustration3 ,,ready ,,to ,,assume ,,correct ,,position ,,of ,,arms1 ,,hands1 ,,pen ,,and ,,paper ,the mind must be concentrated upon the relaxation of the muscles in order to get the best results4 ,as writing is feeling passed through thought and fixed in form1 it is very important in writing that the mind help make the muscles to make movements1 just as it helps them to relax4 ,by putting the muscles in a workable condition at the beginning of each lesson1 great improvement in muscular response will be observed4 ,muscular relaxation must be considered seriously if we would make real progress in muscular training4 ,we all know how cramped and tremulous the letters are when they are written by a hand that is under nervous tension4 ,the nerves must be at ease1 the pen must rest lightly in the hand in order to obtain the best results4 ,teachers who have not the ability to relax themselves1 cannot hope to lead the class to do so4 ,the tone of voice used in giving directions1 whether musical or strident1 has to do with inducing relaxation4 ,the following plan has proven of value in the class room3 #a4 ,pupils sit erect in seats1 stretch arms out even with the shoulders1 feet on the floor1 heads erect1 while the teacher counts softly to ten1 with the pupils2 at ten1 drop the arms to the sides4 ,repeat six times4 ,a practiced eye will soon see whose arms are tense4 ,ask pupils to become as limber as they would in skating1 jumping1 dancing1 horseback riding or swimming4 #b4 ,pupils sit erect in seats1 bend forward from the hips1 raise arms over the desk1 and six inches from the desk1 make a square turn at the elbow1 count ten slowly1 drop the arms on the desk2 repeat six times4 #c4 ,pupils sit erect1 bend from the hips1 both elbows on the lower corners of the desk1 relax1 dropping the forearm on the desk2 repeat six times4 #d4 ,retaining position in paragraph #c let pupils roll the muscle below the elbow in a circular manner to a soft musical count1 from one to ten4 ,eyes should be first directed toward the arm1 then away from it1 toward the ceiling4 ,by following the last suggestion1 it is observed that pupils relax unconsciously4 ,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 use4 ,let them take the handle end of the pen1 and prepare for this circular motion before making it4 #e4 ,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 year1 and later if found necessary4 ,it is advisable to break the lesson with relaxation exercises if it is observed that pupils are becoming keyed-up through effort4 #f4 ,rhythm and regularity of movement are essential4 ,pupils' counting aloud relieves the tension4 ,it may be necessary to lay the pens down once or twice1 for a few seconds each time1 during the lesson4 ,ability to control the writing arm comes in proportion to our ability to relax the controlling muscles4 ,control in the matter of penmanship is a vital educational factor4 ,says a well known authority3 8,could the school teach effectively the lesson of self control1 we need have little fear of the results when the product of the system is thrown upon the currents of the world4 ,what is the most important attribute of man as a moral being8 ,may we not answer1 the faculty of self control8 ,this it is which forms a chief distinction between the human being and the brute40 ,,correct ,,posture ,correct posture while writing is an essential2 first1 from the standpoint of health1 and again1 that we may have free play of the writing muscles4 ,proper seating has an important place here4 ,the desk should be sufficiently high from the seat1 so that1 when a pupil is seated and with both arms on the desk1 the shoulders should not be raised4 ,if the desk is too low1 pupils will bend in the shoulders instead of from the hips and the chest will be compressed and the spine contorted4 ,no doubt many cases of spinal trouble are a direct result of improper seating and unhealthful posture during school hours4 ,pupils frequently bend the neck and strain the nerves and muscles uselessly4 ,the hint1 8,heads up0 is often a sufficient reminder and will serve to correct this ungraceful and harmful habit4 ,by sitting almost square in front of the desk1 circulation is not impeded in any way and relaxation will result more easily4 ,the body supports itself1 and must not touch the desk4 ,the eyes should be fourteen inches from the paper4 ,in order to be comfortable1 the feet must touch the floor4 ,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 desks4 ,with the feet on the floor1 body erect1 ready to bend from the hips1 chest high1 arms hanging at the sides in a relaxed manner1 we are ready for the next step4 ,by placing the elbows at1 or near the lower corner of the desk1 raising forearms1 then relaxing and dropping to the desk1 the pupils are impressed with the idea that they must keep the cushionlike muscle on the desk4 ,the elbows may extend beyond the edge of the desk1 perhaps an inch1 if this adds to the comfort of the writer4 ,there should be a right angle turn at the elbow4 ,drill on correct posture should be given frequently until acquired1 several times during a lesson1 in fact1 while learning4 ,too many liberties with these rules will cause trouble later when the next step is to be accomplished4 ,illustration3 ,,ready ,,for ,,work ,with the forearms on the desk1 close the right hand2 open and close several times2 with the right hand half open1 the tips and nails of the third and little fingers touch the desk4 ,the knuckles of the thumb and three fingers should be in sight4 ,every joint is bent a trifle in correct position of the hand4 ,the two points of contact then are a large portion of the under forearm and the tops and nails of the third and little fingers4 ,the wrist should be kept straight and free from the paper4 ,the side of the hand must not touch the paper4 ,slip a card under the side of the hand to test this point4 ,the muscles that hold the third and little finger in correct positions need to be strengthened4 ,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 joints4 ,both positions strain the ligaments and bear away from1 instead of toward1 good control4 ,it is most important that a beginner should watch the position of the hand4 ,other mistakes may be rectified gradually1 but correct position of the hand must be established at once4 ,the penholder is held by the thumb and first and second finger1 touching the second finger near the root of the nail4 ,the first finger joints are bent slightly4 ,the first finger rests on the penholder at least an inch from the point of the pen4 ,the thumb joint is also bent4 ,the penholder may cross above or below the knuckle joint of the first finger4 ,the penholder should point half way between the shoulder and the elbow4 ,keep the penpoint on the paper squarely1 wearing both nibs equally4 ,illustration3 ,,ready ,,for ,,action ,,ready ,,for ,,penholding ,in ,comprehensive ,physical ,culture1 we find this valuable suggestion3 8,in sitting it is necessary to hold the chest up2 to guard against bending forward at the waist line1 for this contracts the chest1 cramps the lungs and stomach1 and often produces dyspepsia4 ,in sitting1 if one wishes to bend1 the movement should be from the hips1 but never from the waist2 the knees should never be crossed1 for this position1 besides being inelegant and ungraceful1 often leads to paralysis by diverting the blood from the leg through pressure4 ,the one rule to be observed by the woman who seeks to be healthy and graceful is to keep the chest active2 it should never be relaxed2 holding this part of the body constantly erect gives real poise to the carriage and strength to the muscles4 ,a fine bearing is of great advantage1 for it has a significance which people intuitively recognize and respect2 the person who comes before us chest raised and head erect inspires confidence4 ,other things being equal1 the person who elevates the chest constantly is more self-respecting than the one who habitually depresses it40 ,,correct ,,movement ,pupils must be taught that a line is the product of the motion used2 8that the motion preceding the contact of the pen to the paper must be in the direction of the line to be made1 and that some letters being more complex than others1 less speed should be used40 ,for example1 the straight stroke exercise is essential as a beginning step in movement application because it not only stretches the muscles1 but correctly done it teaches direction4 ,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 rest4 ,the wrist must be kept free at this time1 and the forearm moves on the cushionlike muscle below the elbow4 ,we base the direction or slant of down strokes in letters later upon this straight stroke exercise4 ,if the ovals1 the next exercise in order1 take an incorrect slant at any time1 return to the practice of the straight strokes as a corrective means toward the proper slant4 ,pupils must know that the direction of movement is one of the chief essentials1 and that before they can possess ability to produce properly proportioned forms they must develop their movement in the proper direction4 ,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 writing4 ,to insure against too slow a movement it will be necessary to use some measure for time4 ,counting is a good means of regulating the movement2 it keeps the class working enthusiastically together1 and gives an idea of how fast to practice4 ,one count should be given for each down stroke4 ,the count1 #a1 #b1 #c1 #d1 #e1 #f1 #g1 #h1 #i1 #aj2 #a1 #b1 #c1 #d1 #e1 #f1 #g1 #h1 #i1 #bj2 #a1 #b1 #c1 #d1 #e1 #f1 #g1 #h1 #i1 #cj1 etc41 to one hundred is advised for straight strokes and ovals4 ,all pupils counting in concert with the teacher at the rate of about two hundred down strokes per minute is effective1 as the oral count relieves the muscular tension that is apt to prevail at this time4 ,insist that every arm move from the shoulder and that each pupil feel correct movement and observe his own arm4 ,it is advisable to use the watch1 and time pupils daily on a part of all drill work4 ,if the count be too rapid1 nervous spasmodic movements will result2 if too slow1 the fingers or wrist joint will be apt to act1 and finger movement will be the result4 ,a steady rhythmic beat is essential1 to tone down the speed of the nervous and erratic and inspire the slow ones into more rapid response4 ,there is a subtle influence in the sprightly musical count as well as in the conversational count1 such as 8round1 round1 round10 or 8light1 light1 light10 to induce proper width to a narrow oval1 or lightness to a heavy line4 ,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 gained4 ,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 lesson1 to make for automatism4 ,sufficient speed to discourage finger and induce muscular movement must be insisted upon at all times4 ,at this point it will be observed that pupils vary in regard to their ability in the use of free movement4 ,the group plan meets this difficulty very successfully4 ,some allowance must be made for new pupils1 those habitually irregular1 and for the slow pupils in rooms where children have not been segregated for ability4 ,when all is done that can be done by the class plan to make pupils understand relaxation1 posture1 and motive power1 we find that there will still be some who have not made sufficient progress to advance4 ,the important question is1 when are these pupils going to have an opportunity to learn8 ,how can encouragement be offered to those who have done well1 and at the same time continue repetition of what is necessary with those who have accomplished but little8 ,the group plan is advised by many successful teachers4 ,assign pupils who have done well and who can practice in the right way to seats at the left of the room 78,a0 group7 as the teacher faces the class1 it being understood that those who prove themselves unworthy of being in the 8,a0 group will have a place in the 8,b0 group4 ,after the segregation is complete and the plan under way it will be well to keep a check on the 8,a0 group2 some pupils forget quickly when left to themselves1 while it develops independence and pride in others4 ,the 8,b0 group will occupy the rows to the right of the teacher as she faces the pupils1 and by stepping to the extreme right side for the survey every hand may be seen while at work4 ,the members of the 8,b0 group understand that they are there because they need special help1 and will be promoted as soon as they learn the lessons already mastered by the 8,a0 group4 ,at the beginning of every lesson a careful but brief review will be necessary of the points that the 8,b0 group is expected to learn4 ,the entire class should give attention at this time4 ,the 8,b0 group is still preparing with the handle end of the pen while the 8,a0 group will be actually making lines4 ,economy of time should be studied1 or the period will be wasted2 both groups must be kept busy all the time4 ,the same count will answer for both divisions4 ,occasionally it will be well to give the 8,a0 group a certain amount of work to accomplish and to note if it is done within the right time limit4 ,they are to compare carefully with their models and also to work for improvement in the product without special instruction4 ,the 8,b0 group will not make so many exercises but their posture and movement will be growing stronger every lesson4 ,in order that they may not become discouraged1 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 relaxation1 posture and movement until these essentials are thoroughly ingrained4 ,the 8,b0 group will be greatly helped by working at the board1 to the same count that the 8,a0 group uses at the seats4 ,once during the lesson allow the 8,b0 group to rest and watch the 8,a0 group work4 ,the pupils in the 8,b0 group will not cover as much subject matter as will the 8,a0 since it is composed of the new pupils and those who have the greatest difficulties4 ,no pupil should be promoted to the 8,a0 group until he assumes correct posture in all written work and can make ovals1 straight strokes and short words with correct movement4 ,he must prove his ability as an independent worker and show reasonably good results in order to be considered an 8,a0 pupil4 ,,visualization ,,of ,,letter ,,forms ,it has been said1 8,the three arts of education are seeing1 reading1 thinking4 ,the boy who learns to see is awakened2 the boy who learns to read is enriched2 the boy who learns to think is emancipated40 ,why does not an artist always make a desirable and pleasing picture8 ,perhaps it is because he does not see the subject correctly or to advantage1 or perhaps he has not mastered all the mechanical difficulties4 ,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 correctly4 ,perhaps there exist mechanical difficulties in posture and movement that prevent a free execution of the letter form that may exist in the mind4 ,pupils should understand that they are to educate the head and hand together4 ,concentration on correct forms goes hand in hand with practice4 ,some pupils have greater aptitude than others toward perception of form2 it is certain that the hand will not learn to reproduce constantly a form that has not been fully and entirely idealized by the mind4 ,it has been discovered that human beings vary greatly in the completeness1 definiteness1 and extent of their visual images4 ,pupils should be impressed through as many sense channels as possible4 ,some learn through explanations1 others through demonstrations at the board1 still others by working at the board themselves4 ,out of this variety of impressions each pupil will find the one that is most lasting for himself4 ,every penmanship teacher should recognize this principle of multiple impression4 ,mental pictures are what we mean when we speak of 8noticing0 things4 ,we think we are noticing all sorts of things during our waking hours2 as a matter of fact1 we recognize fewer things than we suppose4 ,ask a pupil to describe any familiar object and prove this statement4 ,if you point out the various characteristics he will quickly see them1 and will be likely in future trials to see them2 but if left to himself he would need a great deal of time to become familiar with the main features4 ,frequent review of model letter forms is necessary1 for it keeps our minds fresh and helps to reveal new and hitherto unthought-of aspects4 ,each view well considered1 then put aside1 freshens us for the next one4 ,we are thus led to make trials and discover relations which otherwise would remain hidden4 ,many pupils1 for the most part unsuccessful1 never get so far as that4 ,many who fail believe that they have seen all there is to see1 take up something else1 or do nothing4 ,pupils may be led to observe the forms of letters and their common characteristics through variations of common principles4 ,to illustrate3 many letters are modifications of the oval exercise1 near or remote4 ,in almost every writing system on the market we have four1 the ,o1 ,a1 ,c1 and ,e4 ,modifications of the straight stroke are more numerous still2 then we have letters that show a combination and modification of the two exercises4 ,pupils should be able to see and describe just which stroke gives slant and character to the letter4 ,there is a striking analogy in the beginning1 ending1 and width of many of our letters4 ,very rarely is the image the exact reproduction of the percept2 it differs in distinctness1 outline1 detail1 and sometimes even in most important qualities4 ,look at the model letter1 close the eyes1 you will still see the form4 ,retentive and reproductive powers are at work1 while the image is in process of formation4 ,form perception1 and other mental pictures than what we are striving for1 are present and act upon and modify present percepts4 ,let the room be quiet1 so quiet that there is nothing to distract4 ,require the pupils to lay their heads on the desks1 shut their eyes1 and rest1 not for long1 for fear of day dreams4 ,without allowing them to awake from their playsleep1 picture in brief vivid statements1 without repetition1 or unnecessary detail1 the parts of a letter4 ,raise the heads1 open the eyes1 take pens and ask pupils to reproduce a picture of the letter just described4 ,in effective visualization certain conditions must be fulfilled4 ,in the first place the exposure must have lasted for a sufficient length of time1 very much as is required in photography4 ,we can gain no mental picture of things where the exposure is too brief4 ,a careful study of letter forms must engender the habit of observation and knowledge of the difference between accuracy and vagueness4 ,since penmanship is one of the manual arts it will be executed definitely right or definitely wrong4 ,chamberlain on the value of manual training says3 8,the more accurate the work in hand1 the less likely is doubt and uncertainty to play a part4 ,in grammar and history a mistake upon the pupil's part may easily pass unchallenged4 ,the student glides over an error unconsciously or without intent2 and even the teacher may not detect the fault4 ,in a word both the teacher and pupil are likely to be deceived4 ,in the shop or in the cooking room it is quite different4 ,be the box too short1 the metal too thick or too thin1 the joint too loose1 the basket askew1 the stitches uneven1 or the ingredients improper in proportion1 little doubt need enter the pupil's mind as to the rightness of his work40 ,,practice ,a few years ago ,dr4 ,gulick laid down the following hints on training for the boys in their athletic work in ,new ,york ,city3 #a4 ,always warm up slowly and cool off gradually when finished4 #b4 ,stop practice when you are exhausted4 #c4 ,dress lightly for practice or competition4 #d4 ,practice regularly1 a little each day if possible4 #e4 ,have regular hours for eating and sleeping4 #f4 ,don't smoke4 ,to a person who has the correct perspective on the penmanship habit the application of the hints enumerated will seem quite reasonable4 ,to train in any line1 one must practice4 ,repetition is necessary1 and the time element essential1 as it takes many efforts to accomplish the desired end1 good penmanship4 ,the muscles to be trained are large1 and the conventional forms are small4 ,with a little forethought and planning the practice period may be varied1 live and interesting4 ,everyone must learn1 sooner or later1 that much discipline may be gained by keeping steadily at work not interesting in itself4 ,james says3 8,we have of late been learning much of the philosophy of tenderness in education2 #8interest' must be assiduously awakened in everything1 difficulties must be smoothed away4 ,soft pedagogics have taken the place of the old steep and rocky paths to learning4 ,but from this lukewarm air the bracing oxygen of effort is left out4 ,it is nonsense to suppose that every step in education can be interesting40 ,thoughtless practice might much better be left undone4 ,there is no use in trying to excuse careless work to oneself with the thought1 8,i won't count this time40 ,each careless stroke is being registered though we do not count it2 for nothing we ever do1 strictly speaking1 is ever wholly blotted out4 ,paths frequently and recently trodden are those that lie most open1 and those which may be expected most easily to lead to results4 ,the first practice may be difficult1 for the nervous and muscular systems have a new lesson to learn4 ,the second and third trials will be easier1 for the body has begun to recognize what lies before it4 ,the following attempts will steadily become easier4 ,a path means economy in traveling4 ,the muscle should work with a fatalistic steadiness2 if so1 the result must necessarily be work done in a clean and finished manner4 ,illustration3 ,,ready ,,for ,,drill ,to be concrete1 let us presuppose a thirty minute practice period in muscular movement penmanship1 under fairly favorable conditions4 ,the desk should be adjusted for physical comfort4 ,the light should come from the left side4 ,loose sheets of good quality paper eight by ten and one-half inches in size1 with three-eighths inch spacing should be furnished4 ,at least two sheets should be placed under the one being used1 that the penpoint may be saved extra wear4 ,a fluid ink that flows freely is best4 ,a coarse1 flexible pen1 blotter1 and ink-wiper complete the list of supplies4 ,it is assumed that the adopted manual containing instructions and model letter forms is always on the desk for reference during the practice period4 ,our first aim should be to get the mind and muscle into action4 ,to this end at least two hundred two-space straight strokes or the same number of ovals should be made in one minute4 ,secondly1 this will assist in the form building of the letter to be mastered1 which let us assume is the capital ,o4 ,a light smooth line will be obtained by limiting the amount of ink4 ,make at least two hundred strokes with one dip of ink4 ,correct speed will be best obtained by requiring the time limit in all drill work4 ,correct slant should develop as a result of the correct teaching of the straight stroke exercise4 ,having done this preliminary drill we are now ready to consider the second point of the lesson1 namely1 the making of the letter ,o4 ,the first consideration is the general form4 ,by comparison with the model we find a striking analogy in width and slant1 to the form of the oval4 ,the ending stroke and the points that characterize the letter must be observed1 and lastly1 the size is to be noted4 ,close the eyes a moment and see if the image is fixed4 ,prepare to write by using the handle end of the penholder until the right rhythm has been established by counting one1 two1 for the first ,o2 three1 four1 for the second ,o2 five1 six1 for the third ,o2 seven1 eight1 for the fourth ,o2 nine1 ten1 for the fifth letter of the group4 ,five 8make believe0 letters is the result of this count2 we can easily make three groups of five each1 across the page4 ,time consumed will be one minute for sixty to seventy-five letters4 ,when the muscular adjustment is perfected through this preparatory motion1 then1 and then1 only1 are the pupils ready to write4 ,write and compare with the model1 time and again4 ,if the letter has been visualized correctly1 each child will be able to criticize his own work effectively4 ,glaring errors should be pointed out first and remedied4 ,work on this letter might occupy the main portion of the writing lesson for many days before passing to another letter form4 ,any class that has been drilled correctly on the ovals1 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 lesson4 ,for example take 8,omen10 spelling the letters aloud1 capital ,o-m-e-n4 ,words so dictated should be executed by junior high school pupils and adults at the rate of at least fifteen to eighteen per minute4 ,this will prevent any possibility of a return to finger movement at this time4 ,dictation of letters is quite effective with slow pupils4 ,the application of movement to a word1 at the close of each lesson1 will lead the pupils quite unconsciously into a better movement of all written work4 ,here they get the help along the lines necessary to steady and modify the movement1 and a chance to get into the swing of actual writing without too much thought as regards the content4 ,such drill serves the same purpose in penmanship that scale practice does in music4 ,the writing of words at the close of each lesson serves as the connecting link between the theoretical drill work and practical writing4 ,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 8real writing40 ,in a short time a list of words will be the result1 and these with others may be combined into sentences4 ,the supplementary words given should incorporate all the small letters of the alphabet2 the one-space letters first1 thirteen in all1 then the loops above the line1 b1 f1 h1 k1 and l2 loops below the line1 g1 j1 y1 and z2 and lastly1 those irregular in height1 p1 t1 q1 and d4 ,a fair allotment of time for the above suggestive plan would be five to ten minutes on ovals and strokes2 ten to fifteen minutes on the letter ,o2 and five to ten minutes on the word-practice4 ,the group plan seems to be the only logical method of reaching all pupils with the instruction necessary to their peculiar needs4 ,the advanced group will be learning to act independently1 while the other will be learning basic principles4 ,friendly criticism and rivalry should be fostered1 by comparing the method by which results were obtained4 ,let one group watch the other work4 ,let the group watching count for the other and change about4 ,generally1 the entire class work1 if any1 should be posted1 unless it be known that a certain page is posted because of its special merit4 ,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 class4 ,every class will produce a few good writers4 ,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 upon4 ,it is often impossible for all members of a class to attain perfection in penmanship4 ,we do not demand that in other subjects4 ,,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 work4 ,the best skilled teachers might give a lesson daily in any grade1 but unless the principles inculcated during that lesson are followed conscientiously during the remaining periods of the day the gain will be slight4 ,if time is allotted for practice the result is surely worth applying to all written exercises4 ,the ,committee of ,fifteen appointed to investigate the coordination of studies in primary and grammar grades propounded the question1 8,has penmanship distinct pedagogical value80 ,the following is one of the best answers3 8,penmanship as an art is but pen drawing1 as a factor in education it should be taught more frequently in connection with other studies4 ,both penmanship and drawing suffer much from their isolated position in the school course4 ,we therefore need to teach writing while teaching other subjects and the reverse40 ,in grounding the movement application habit we may well follow these maxims3 ,first1 focalize the attention of the pupils on the habit to be acquired4 ,teach definitely relaxation1 posture1 movement1 and visualization4 ,maxim number two tells us to suffer no exception to occur until the new habit is firmly rooted in our lives4 ,number three calls for frequent repetition4 ,we must therefore give daily drill on the points that go to make up the correct writing habit4 ,fourthly1 8,don't preach too much40 ,lie in wait for the practical opportunities1 and get the pupils at once both to think and to act4 ,such opportunities are never lacking1 since so many lessons are conducted through the medium of the pen4 ,lastly1 keep the faculty of personal effort alive by a little gratuitous exercise every day4 ,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 habit4 ,the habit of movement application demands vigorous and continued effort2 the exertion may possibly be so great that the pupil is temporarily more discommoded than by his former habit4 ,if the wise course is pursued the old disability will vanish1 a new path will be made in the brain1 and application of movement will be established4 ,the main problem with every teacher is how to assist pupils in linking up the principles that have been mastered1 namely1 correct posture1 and movement applied to drills and short words with the practical writing4 ,the drill on short words will prove as valuable as any other part of this theory work4 ,by the laws of association1 pupils will connect the muscular sensation of the short1 rapidly written word1 with what is required when a variety of longer words or sentences is dictated4 ,at the beginning of every lesson in which writing is used as a vehicle for thought1 attention to the correct habit will be the means of setting many pupils right1 and of increasing from week to week the number of those who do all writing with muscular movement4 ,finally1 all incorrect movement will be eliminated1 and we may then return to visualization4 ,a proper balance must be preserved in regard to seeing and doing1 or our results will be one sided4 ,when a pupil 8finds0 himself with reference to the application of movement problem1 attention may be almost equally divided between retention of that movement and form building4 ,by the time form is established movement will be second nature1 and with a little continuous practice will never be lost4 ,it is time to require all written work to be done with muscular movement when pupils can make good two-space ovals1 four hundred across an eight inch page1 and straight strokes in the same manner2 have visualized one capital letter and can make it at the right speed per minute1 for example1 sixty to eighty ,o's per minute2 and can write short words such as 8men0 and 8mine0 with correct movement1 in correct posture1 and within the correct space limit4 ,an easy way to begin is to require application to the subjects where the mind is least concerned as to the content1 for example1 the spelling lesson4 ,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 automatic4 ,those who have not thus succeeded should look well into the basic principles of relaxation1 correct posture1 and movement1 especially as applied to letters and short words4 ,study the hand and arm in its preparatory motion while working at the correct speed4 ,care should be exercised that there be no movements of the joints of the wrist1 thumb or fingers4 ,alternate the preparatory motion with writing until the sensation of mastery prevails4 ,,chapter ,,three ,,the ,,generally ,,accepted ,,solution3 ,,muscular ,,movement ,,conservation ,,of ,,health ,a ,,prime ,,factor ,,in ,,the ,,solution ,truly1 necessity is the mother of invention4 ,at the dawn of the present commercial age1 the finger movement and even the slightly improved combined movement were forced to give way to some method more rapidly executed4 ,whole arm movement also proved inadequate4 ,the method that has made the commercialization of penmanship possible is that of muscular movement4 ,by this method only are the fingers relieved from furnishing the power which should rightly come from the large muscles of the arm4 ,muscular movement1 as applied to writing1 is a rotary motion with the large muscles of the forearm for a center while the fingers1 though not held rigid1 are not permitted any movement of their own4 ,this movement takes place from the shoulder1 the pivotal point1 with the weight of the arm resting on the desk4 ,muscular movement method does not emphasize prescribed forms so much as proper method of execution4 ,it is no special wonder that the leading educators of the day are now investigating penmanship4 ,changing from the slant to vertical1 and now again to the slant1 what is the average teacher to conclude8 ,what shall she teach indeed if she is convinced at all regarding any system of penmanship1 or is qualified to teach any method8 ,the person who makes practical use of penmanship1 the one who uses it to help him earn his daily bread1 points the way4 ,it matters not if he calls it muscular movement or if he ever saw a penmanship teacher4 ,watch such a person and observe his method4 ,observation will reveal that practically all use what we term a muscular movement slant method4 ,it takes the practical person only a short time to discover the method that will best conserve energy1 economize time1 and1 above all1 lead to writing which will prove readable and attractive4 ,it is a method of such character as fulfills all necessary requirements and thus proves the useful tool4 ,because we are a practical people1 the public is now looking forward to results from the formal writing lesson4 ,teachers should expect the same degree of excellence to come from penmanship instruction as from correct teaching of mathematics1 history1 reading1 or any other subject in the curriculum4 ,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 other4 ,the reason is obvious4 ,in fact1 commercial schools have been the missing link between the oft-times theoretical public school and the actual business world4 ,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 years4 ,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 shortened4 ,again muscular movement slant method came to the rescue1 this time to the elementary school pupils4 ,there is a certain amount of energy available in the nervous system4 ,discreet use of this energy is a lesson dearly bought by many4 ,the automatic writing habit conserves energy and prevents diffusion of effort4 ,in writing one's thoughts1 the mind should be occupied only in rendering the thought into correct ,english4 ,to be truly useful the art of writing must finally be done with the muscles and not with brain energy4 ,that we may save any draught on the intellectual power we should be entirely unconscious of the execution of the forms4 ,men are constantly at work in the business world devising schemes whereby energy and time may be economized4 ,cannot the schools do their share in this great scheme for the betterment of humanity8 ,we should teach pupils an energy-saving manner of expressing themselves upon paper4 ,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 performer8 ,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 channel8 ,how much of our energy is misdirected daily when we should be making it our ally8 ,we should fund and capitalize all energy1 and at last live at ease upon the interest4 ,the more details we can hand over to automatism1 the more our higher powers of mind will be set free for greater work4 ,children are the nation's most valuable asset4 ,vision is the first faculty in order of importance4 ,how can it be best conserved8 ,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 work4 ,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 strain4 ,muscular movement writing makes conservation of vision possible because it demands first1 last and always1 correct posture and proper lighting4 ,nearsight is frequently brought on by straining the eyes to see objects1 and especially small blackboard writing1 at a distance4 ,light shining on the board causes a glare1 and when pupils are sitting so that the work on the board is seen at a trying angle the result is harmful to the eye4 ,all work placed on the board during a penmanship demonstration1 or at any other time1 should be executed large enough and with lines so bold that pupils in the rear of the room may see it plainly without eye strain4 ,correct posture while writing precludes a tendency toward curvature of the spine1 and also saves the eyes unnecessary strain4 ,numberless people sit and write more hours than they walk or ride4 ,who would presume to question the value of correct posture while walking1 in its relation to good health8 ,we are painfully inconsistent1 when the writing habit is in operation1 with regard to many of the laws that make for good health4 ,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 forestry4 ,surely our aim should be the greatest accomplishment with the least expenditure of energy4 ,,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 element4 ,people who would recoil from ordinary thieving are often guilty of dishonesty of a kind that is closely akin thereto4 ,we joke over our own poor handwriting and moan over that of our friends1 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 writing4 ,not only time but temper as well is destroyed4 ,quite as painful1 only less annoying1 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 execution4 ,in many schools we find that the method of executing written lessons is not equal to the need4 ,then also1 we have pupils taking several times as long as should be required for written spelling or composition4 ,muscular movement will reduce several fold the time necessary for all written work and the benefits will not end there1 for better quality in the content will result4 ,the pupil will be left free to dictate and the hand will obey quite unconsciously4 ,we constantly hear the plea1 8,we cannot teach writing2 we have not the time40 ,would it not be well to make some computations at this point8 ,compare a class or school that uses a good muscular movement1 acquired through a formal writing lesson of from twenty to thirty minutes daily1 with a class in which penmanship is hit or miss4 ,the latter irregular habit always results in an irregular slant and finger movement4 ,judge then if it would not be well to teach pupils to save time4 ,we carefully consider how to minimize waste of energy in a machine4 ,is the human machine of less importance8 ,since penmanship is used largely as a vehicle for expression to convey the mental product to others1 is it not reasonable that we employ the easiest and speediest method of transportation8 ,it is convenient to be master of a method that can record thought as fast as the mind shapes it4 ,the right method will aid thought1 not impede it4 ,henry ,maxwell1 as a workman1 began to study the length of time he required to each part of a job4 ,he kept a record and studied it4 ,he then busied himself seeing where he could cut down all unnecessary strokes4 ,he found that on a certain six hour job all but two hours and forty-seven minutes were consumed by bad planning1 poor tools1 and needless movements4 ,maxwell1 as a master craftsman1 is one of the all too rare people who are setting things in order4 ,everything can be provided more easily as a result of the work of a man like him4 ,he opens up the possibility of leisure through the saving of labor4 ,assuming that not more than five or ten minutes were saved by the pupil during each written lesson1 think of the total saving per day1 per week1 per month1 not to mention the saving of time to that same man or woman when his school life is over and school of real life begins4 ,,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 problem4 ,we are to some extent compensated in a material way2 our chief payment1 however1 is in the consciousness that through newly acquired knowledge our methods are improved1 and the reflection is mirrored in the quality of our work4 ,that methods presuppose a knowledge of the subject matter1 is necessarily as true in the science of muscular movement penmanship as in other subjects less homely and less practical4 ,the indispensable accompaniment is inspiring instruction suited to the inculcation of the proper habit on the part of the class4 ,too often we forget that anything that is worth possessing is paid for in strokes of daily effort4 ,by neglecting the necessary concrete labor1 by sparing ourselves the daily effort1 we are standing in the way of obtaining the desired final results4 ,all will agree that results speak4 ,shall we not then be repaid for our trouble when pupils mirror the reflection of our labor8 ,having personally mastered the difficulties of the subject1 the teacher and supervisors are aware of the pitfalls which await the pupils4 ,only then do we cease to be theorists and become capable of demonstrating the truth of our methods4 ,uniformly good results may be obtained in almost any class if proper instructions are followed4 ,if we are not obtaining good results in the product our methods are at fault4 ,could a teacher without knowledge of reading or of numbers devise suitable methods for presenting reading or numbers8 ,surely1 the teacher cannot teach that which he does not know1 be the subject penmanship or astronomy4 ,neither is the ambitious teacher content with a partial knowledge of any subject4 ,unless intensive knowledge of a subject obtains1 no teacher will be able to follow successfully second hand methods4 ,it is significant that the ,normal ,schools require their graduates to qualify in the useful art of practical penmanship4 ,many teachers have found that the correspondence method is well suited to and fulfills their needs for a complete penmanship training4 ,universities now offer summer courses in penmanship4 ,supervisors frequently give weekly drill classes for unqualified teachers upon which attendance is obligatory or optional4 ,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 career4 ,unless an inexperienced teacher knows how to teach intuitively1 ludicrous blunders will be made4 ,if knowledge be lacking regarding any branch1 the quality of the young teacher's work will be still less desirable4 ,the everlasting how will confront the teacher every day1 and each time it will be necessary to find an answer4 ,it is unfortunate for our schools that so many teachers feel that they can succeed in teaching penmanship without themselves knowing how to write4 ,to know only the first few principles will not be sufficient1 though they are not to be underestimated4 ,to complete the structure we must build upon the firm foundation of first principles a crude but proper framework4 ,when this is firmly reinforced1 we put on the finishing touches4 ,many do not get further than the foundation2 others stop at the next important stage1 the crude product2 while others who are persevering work to the end and have the satisfaction of enjoying the beautiful structure complete4 ,,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 secured4 ,knowledge is the cornerstone of the foundation4 ,however it is not enough that we know the subject which we are to teach2 we must have the ability to impart knowledge that the self-activity of the pupils may induce growth4 ,all teachers are not endowed alike with this wonderful gift4 ,it is also a truism that to realize one's shortcomings in this direction is the first step4 ,if the pupils are not interested1 and response cannot be obtained1 let us look for the direct cause in the teacher and for the indirect cause in the supervisor4 ,the far seeing teacher will aim to surround the penmanship lesson with the proper atmosphere at the outset4 ,as pupils are more interested in seeing what is done than by abstract explanation1 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 sight4 ,skillful questioning and holding the entire class for answers is of great advantage when visualizing letter forms1 and again when criticising and comparing results4 ,the laws of cause and effect operate in penmanship as surely as they operate elsewhere4 ,what is the cause of incorrect slant1 a heavy stroke or a careless form8 ,pupils who know how to think may be put on the right road by being taught to criticize their own work4 ,it is one thing to impart the knowledge one may possess of correct execution2 the obtaining of results is quite another4 ,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 convey4 ,let us adopt new methods or modify old ones until desirable results are obtained4 ,the pupils are placed under our care that they may have an opportunity to gain some of the knowledge and skill of which we1 as teachers1 are supposed to be in possession4 ,the best proof that the imparting has been clear1 logical1 and effective is in the quality of the results so easily observed in the penmanship class4 ,every lesson is a new record of what has already been grasped by the pupils or a presentation of something new1 or better still1 a combination of both4 ,enthusiasm is one of the most essential points to be gained by the class4 ,it must actually be experienced before it can be imparted to the pupil4 ,if it is not felt by the teacher the next duty is to induce it by look and act4 ,the unconscious influence of the teacher cannot be measured4 ,with pupils1 teachers are more than ideals2 they are realities4 ,the personal influence is more lasting than the particular system that is taught4 ,a competent teacher must be the master of the situation4 ,little inspiration can be created by the timid teacher4 ,originality1 individuality1 attractive personality1 courage1 confidence1 ease of manner1 firmness1 tact1 initiative--these are desirable assets for the penmanship leader4 ,such a leader has a ready following4 ,a penmanship teacher must balance enthusiasm with tact1 system1 and resourcefulness1 and be ever on the alert to discover the individual needs4 ,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 time4 ,true1 we get no more out of this subject than we put into it4 ,let us be more pedagogical in imparting this subject4 ,let us outline a penmanship lesson as carefully as we would other lessons4 ,the result will justify the labor4 ,,the ,,penmanship ,,perspective ,penmanship is entirely too isolated1 and the value of cooperation and correlation are not sufficiently recognized4 ,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 8real writin'40 ,to him the drill that was supposed to make for the correct writing habit had not taken hold4 ,he failed to associate the practice method with practical work4 ,again1 great tact must be exercised in the attempt to correlate the penmanship with other subjects1 lest in an unguarded moment a teacher may tire the pupils and thus defeat the much sought-for end4 ,colonel ,parker says3 8,the present trend of study1 investigation1 and discovery in the science of education is toward the correlation and unification of educative subjects and their concentration upon human development4 ,all subjects1 means and modes of study are concentrated under this doctrine upon the economization of educative effort40 ,persistence on the part of the teacher is absolutely essential1 for pupils will forget and must be constantly reminded4 ,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 responsibility1 good results will be rapidly noted4 ,on the other hand1 we should have scant respect for the penmanship teacher who habitually uses poor ,english and who is not pedagogical in the presentation of the subject4 ,since it is common to evaluate subjects in terms of credits1 would not a system of daily credits in writing tend to dignify the subject8 ,would not this react upon the pupil in a desirable way8 ,as the matter now stands in many schools no credit is given to encourage2 only complaints are heard when the work is not up to standard4 ,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 trade4 ,the laws of necessity are plainly followed4 ,these pupils have credits for penmanship4 ,in the requirements for good penmanship1 consistency should be shown from the lowest to the highest4 ,the closest cooperation from the superintendent down to the first grade teacher is urged4 ,set a standard1 and bring the pupils up to it1 as is done in other subjects4 ,one grade teacher may teach well1 another poorly or indifferently1 and thus the pupils are passed along4 ,the school system where this prevails may be compared to a chain with now and then a weak link4 ,unless there is unity and cooperation among teachers the subject suffers greatly4 ,the right kind of supervision is helpful1 but it cannot accomplish all things4 ,not infrequently we hear the remark1 8,i am not the penmanship teacher2 ,miss ,so-and-so teaches all the penmanship40 ,our 8second speech0 is too important a matter to be left to one person unaided4 ,upon whose shoulders shall be placed the responsibility8 ,if a school does remarkably excellent or noticeably poor work in any subject1 whose is the reward or the blame8 ,the proper attitude of the ,superintendent and the principal will go far to popularize any subject1 penmanship no less than any other4 ,this attitude will be reflected unconsciously upon the teacher1 and the pupils will be quick to take the cue4 ,how often is the muscular movement writing supervisor told by the boys in particular1 8,my father writes that way40 ,the right attitude is established immediately because the boy sees the relation of the school to a practical need4 ,in fact1 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 art4 ,many times it means leverage for the teacher4 ,in case the pupil is old enough to realize a motive for improving1 the influence of the teacher alone may be sufficient4 ,on the other hand1 the boy frequently decides to follow the occupation or trade of his father1 without regard to capacity or aptitude4 ,vocational guidance is essential4 ,in the consideration of this subject1 by parents1 superintendents1 principals1 and teachers1 let us not forget that we are living in a rapidly changing age1 that we should ever be on the alert to study the present day needs1 and that an open mind is essential to progress4 ,,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 habit1 it still remains to select the text4 ,great care should be taken in this4 ,a satisfactory text should abound in instructions to be read until fully understood1 and illustrated with a sufficient number of models to answer all purposes of visualization4 ,the text should be of convenient size2 the drills and cuts should be arranged in a logical manner4 ,the instructions should be in such simple language that all pupils can comprehend them4 ,a manual with model forms only for the lower grades would prove very helpful1 the teacher supplying the instruction4 ,first grade pupils should write on the blackboard1 but only from correct models placed there by the teacher in the presence of the pupils4 ,many primary grade educators favor no writing in the first grade except such as is taught from the board4 ,she would be far more than an ordinary teacher who could give a class of pupils 7without the help of a text7 the pictures in her own mind in a sufficiently clear and vivid manner to result in correctly executed work on the part of the pupil4 ,surely all reasonable aids should be given pupils in their efforts to learn penmanship4 ,a good text is as much needed in this as in any other subject4 ,we should laugh at the idea of teaching arithmetic or ,english without the aid of the text2 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 manner4 ,again we hear of schools that arrogate unto themselves the right to change the author's plan1 or to accept it in part1 frequently omitting the most important and vital points4 ,there is no unity and no consistency in this manner of doing things4 ,mc,murray's question and answer along this line is pertinent when he says1 8,what should be the attitude of the young student toward the authorities that he studies80 ,the answer is1 8,certainly1 authors are1 as a rule1 more mature and far better informed upon the subjects that they discuss than he1 otherwise he would not be pursuing them40 ,,blackboard ,,and ,,the ,,use ,,of ,,it ,much may be said for and against the use of the blackboard4 ,at best1 it cannot supplant the use of the text4 ,to begin with1 the blackboard models are liable to be executed hurriedly and therefore poorly2 and again these models1 however correct1 are not seen by all at the same angle4 ,a slate or glass board is to be preferred4 ,this should be placed low enough for all pupils to reach easily4 ,all wall space1 including that between the windows1 should be utilized for blackboard4 ,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 glare4 ,good blackboard writing on the part of the teacher points its own moral4 ,the teacher has less teaching to do4 ,pupils imitate almost every school room procedure from the teacher's dress and mannerisms to her writing4 ,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 pupil4 ,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 hand4 ,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 asset4 ,when proper visualization has taken place1 that is1 when the mental photograph has been acquired by exposing the lens of the eye sufficiently long1 it is well to erase the model or constructive lines and refer to the models in the text1 since these are what the pupil will aim to approach4 ,all work placed upon the board should be in exact harmony with the system in use at the writing hour1 since example is more than precept and pupils gain unconsciously by seeing the correct forms before them4 ,illustration3 ,,blackboard ,,position ,just as we have pictures that exert a correct moral influence hung in the rooms and halls1 and mottoes containing beautiful sentiments ever before us1 so should we place the correct written forms before the pupil4 ,again1 note the effect of regular written work done in an incorrect manner6 ,pupils will be very apt to draw the conclusion that the models used during the writing lesson and real work are two different matters4 ,frequently the grade teacher will apologize to the supervisor for the appearance of the copy4 ,this does not raise her in the estimation of her class1 but rather calls their attention to her short-comings4 ,by spending a few minutes daily for a month any teacher may develop such excellent blackboard work that no apologies should be necessary4 ,pupils who are discouraged in penmanship will find that good results may be obtained very easily at the board4 ,they must be taught at the outset1 however1 that the movement at the board and that required at the seat is quite different4 ,form1 rhythm1 and slant should be developed first at the board1 as these three points are in common4 ,by listening to the teacher's criticism of blackboard results1 pupils will easily become more critical of their own work4 ,points to be observed in a blackboard lesson3 #a4 ,the teacher should be able to make for each pupil a correct copy in the presence of the class4 #b4 ,pupils should stand with the left side turned slightly toward the board to insure slant writing1 and prepare to write as high as the eyes4 ,make movement for the exercises in the air yet almost touching the copy first1 in order to gain correct size and spacing4 #c4 ,all pupils should write to the teacher's count or dictation4 ,require much concert work at the board4 ,keep the lips closed and thus avoid breathing dust from the crayon4 ,hold the crayon between the thumb1 and first and second fingers1 allowing the end not in contact with the board to extend toward the center of the palm4 #d4 ,straight strokes and ovals on correct slant will serve as a basis upon which to build all letters and words4 ,pupils should step along with the work as it is executed on the board1 and thus keep correct alignment4 #e4 ,pupils should be taught to do board work carefully1 whether it be a writing exercise or regular work4 ,develop all difficult new drills at the board first4 ,suppose the class numbers forty2 allow twenty to pass to the board for a ten minute period1 if twenty minutes is the time allotted for a writing lesson4 ,the groups at the seats should be taught to do the counting for or with the teacher1 also to be alert for all errors in posture1 slant and form4 #f4 ,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 strain4 ,the writing should be large enough to be seen easily from any point in the room4 #g4 ,when erasing use a downward stroke4 ,lift the eraser on the upward stroke4 ,this allows the dust to drop in the trough2 a good signal is1 8,erase10 8,lift10 8,erase10 8,lift10 or 8,down10 8,lift10 8,down10 8,lift40 ,,paper 8,a workman is known by his tools40 ,it is as essential that good material be supplied for the penmanship as that any other department be well supplied as regards quality and quantity4 ,not only should good paper1 pencils1 pens and ink be used during the formal lessons each day1 but in every lesson wherein writing is used to carry on the other work4 ,permit no scribbling1 utilize every line1 keep paper in neat folders2 thus economize in the right manner1 and not by the purchase of poor equipment1 which is an irritation to teacher and pupil alike4 ,the difference in cost of good and poor material is slight when compared with the results4 ,paper should be of such quality that the pen will not pick up the fiber and cause blots4 ,the proper ruling for penmanship paper is three-eighths of an inch 7#bf points74 ,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 paper4 ,only in upper grades where good work obtains should an attempt be made to use unruled paper for the writing lesson4 ,size of sheets for lower grades should be not more than six by eight inches4 ,upper grades may use a sheet eight by ten and one-half inches4 ,writing on thick tablets should not be permitted4 ,use loose sheets of paper1 always having the top sheet padded by one or two extra ones beneath to save wearing the penpoint needlessly4 ,,folders ,each pupil should have a heavy paper folder in which to keep all writing material4 ,the use of such a folder saves much time in the passing of material4 ,,pencils ,if pencils are used in the first or second grade they should be large1 and cylindrical in form 7never octagonal71 and of medium soft lead4 ,the writing period should not be taken up with the sharpening of pencils4 ,erasers should not be allowed4 ,lead pencils are not at best conducive to movement beyond the ovals and strokes4 ,the use of the cheap tablet1 the bane of the teacher's life1 and the poor quality lead pencil do much to hinder application of the correct writing habit in the lower grades4 ,,pens ,a coarse1 flexible pen 7never a fountain or a stub pen7 should be used by all teachers of muscular movement writing4 ,pens are dipped in oil before being boxed2 for that reason when taking a new pen it is best to dampen it and remove the oil4 ,many a blot will be saved by so doing4 ,dip in the ink until the hole in the pen is partly or entirely filled with ink4 ,when touching to the paper1 be sure that both nibs come in contact1 and are made to wear evenly4 ,each pupil should have his own pencil or pen1 for sanitary reasons1 as well as because no two persons wear a pen in exactly the same manner4 ,after the lesson is ended the pen should be wiped on a penwiper4 ,removing the ink1 which contains acid1 will cause the pen to last longer1 and a clean pen will do better work than one clogged with sediment4 ,pupils should never drop the pen to the bottom of the inkwell in order to get ink2 this ruins the penpoint and causes unnecessary noise4 ,a good penpoint should last from eight to fourteen hours or longer if properly treated4 ,inkwells should be filled frequently4 ,,penholder ,a penholder of wood1 or one tipped with cork1 is preferred4 ,no learner should be permitted to use a metal tipped penholder4 ,on account of the pressure that must be exerted in order to keep the metal penholder from slipping1 proper relaxation of the hand cannot take place4 ,frequently the metal rusts or is so heavy that the penholder is a burden to the inexperienced4 ,,blotter ,each child should be provided with a blotter4 ,it is well to let the ink dry as the pen spreads it on the paper except in case of a blot4 ,many pupils have the habit of taking the blotter in the hand and of giving the page a series of slaps with it1 in quick succession2 instead of taking up the ink this merely blurs the page4 ,the correct way is to place the blotter on the line1 give it an even pressure1 and lift it1 never moving it while the pressure is being applied4 ,,ink ,use the best fluid ink obtainable4 ,ink made from crystals or powder is less satisfactory4 ,it should be dark blue or black and flow freely4 ,bottles and inkwells should be kept closed when not in use4 ,if the air is excluded the ink does not thicken4 ,occasionally water may be added1 but great care must be taken in reducing ink that it be not made too thin4 ,,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 them4 ,for the sake of uniformity1 and that every child may have an equal chance1 it is advisable for the school to furnish all material for writing4 ,pupils frequently do not use proper discrimination in their purchases1 when the matter of supplies is left to them4 ,lastly1 it is a mistake to think that good results can be obtained with poor material4 ,in building any structure that we hope to last a lifetime we are careful to supply ourselves with the best of material4 ,this principle applies in rearing the penmanship structure4 ,,chapter ,,six ,,some ,,workable ,,suggestions ,,how ,,to ,,study ,observe the board demonstration4 ,trace text correctly3 ,capitals twelve times1 words six times and sentences three times1 at correct speed4 ,write at correct speed one-half minute1 one minute1 or two minutes as required4 ,compare with models4 ,test and grade4 ,how to study capital letters3 ,height1 three-fourths space high2 slant1 same as strokes2 width1 wider or narrower than single ovals2 beginning stroke1 how and where2 end stroke1 how and where2 speed of letter studied2 name a variety of counts and select the most pleasing2 analogy to other letters2 name as many points as can be observed that are peculiar to the letter under discussion4 ,how to study words and sentences3 ,slant must be the same as strokes2 letters must be of uniform height2 space between letters uniform and equal to an oval of the same relative size as the small letter2 end strokes curve upward2 beginning strokes start under end of strokes of previous word2 study especially the most difficult letter4 ,,how ,,to ,,move ,,and ,,slant ,,the ,,paper ,check each line for capitals into thirds1 place four or five letters in a third2 move paper to the left about two inches at each check mark1 at the same time say aloud1 8,move40 ,at the end of the line say1 8,new line40 ,this should be the invariable rule during the concert count4 ,this makes for uniformity of slant2 it gives the class a chance to help1 and relieves the teacher4 ,in making four hundred ovals1 say 8,move10 at each quarter4 ,slant the paper so that the line written upon runs from corner to corner of the desk4 ,second grade3 ,check in middle1 and move paper once only4 ,second and third grades make two hundred ovals and strokes per line4 ,,blackboard ,,work ,,of ,,the ,,pupils 7,explained in detail in ,chapter ,five47 ,pupils affected3 first and second grades especially4 ,on ,monday all poor writers in any grade work at the board and perfect the new letters or sentence for the week4 ,suggested procedure for any grade3 ,place a model 7two in lower grades7 for each pupil4 ,demonstrate briefly the letter4 ,class face board1 trace with right forefinger1 teacher and class counting4 ,trace with chalk1 six or more times4 ,erase4 ,make drill to count4 ,class criticize and answer questions4 ,introduce simple test lines to prove to class that work measures up to standard4 ,personal help4 ,upper grade pupils should not spend more than one-half to two-thirds of the period at the board1 then they should go directly to seats and make the good forms just learned function on paper4 ,in all applied work at the board1 hold pupils equally as responsible for correct forms and neat legible writing as in seat writing4 ,position at the board3 ,turn the left side slightly toward the board1 allow left hand to hang or to hold the eraser4 ,write as high as the eyes4 ,use signal1 8,stand erect10 8,turn10 8,face10 8,down02 the last signal to be given when the teacher desires to see all the work at the board4 ,good line quality is largely the result of working at correct speed throughout the drill period1 for by so doing even pressure is exerted1 and pleasing quality is the result4 ,the eraser should be drawn downward from the top line to the groove1 holding it parallel with the groove4 ,this permits the chalk dust to fall where it should4 ,lift the eraser and repeat1 always drawing from the top line downward4 ,,name ,,cards ,by the fifth week of school1 name cards should be provided for each pupil4 ,paste at the ends in front or back of the compendium4 7,pasted in this way they may be easily removed47 ,trace names daily at the seats4 ,first grade children trace names daily at the board until they can be legibly written4 ,,figures ,figures are to be practiced daily by making from one to two lines of the date4 ,figures are one-half space high in the first four grades1 one-third space high in the remaining grades4 ,,alphabet ,the alphabet should have a place on the board in each room by the end of the first week of school4 ,it will prove very convenient if the speed for each letter is placed near in small figures4 ,new and unqualified teachers may ask the supervisor to place the alphabet on the board the first term4 ,,endurance ,,tests ,pupils should be taught to compare their work frequently with the standard penmanship chart1 a copy of which should be on the wall of each room4 ,in this way they are able to rate themselves for quality4 ,before the end of the first term pupils should be able to endure a dictation of words or sentences for one minute1 at the proper speed1 with ease and in good posture and with fairly good forms4 ,the seventh month should find them able to take a two minute endurance test with greater ease and better forms4 ,,the 8,z0 ,,group ,the ,z group in first and second grades should receive proper consideration4 ,above the #b ,b it has been demonstrated that the ,z classes1 so far as writing is concerned1 are not far behind others in their work4 ,when necessary1 cut the content1 lower the speed1 repeat more often your instructions1 count more1 and expect less perfection in form4 ,,objectives ,,in ,,good ,,writing ,,habits ,good posture3 health1 appearance1 efficiency4 ,speed3 ,for accuracy and efficiency1 both practical needs4 ,spacing3 ,to relieve the eye1 and make easy reading4 ,slant3 ,to make writing attractive and easy to read4 ,neatness3 ,to further a civic need4 ,tracing3 ,to visualize and thereby assist in acquiring correct form4 ,movement drills3 ,ovals for curves1 strokes for slant1 small letters for traveling movement4 ,,progress ,,lesson ,time3 ,friday or the last lesson of the week4 ,conditions3 ,class must know how to study4 ,class must work fairly well independently4 ,class must have had all drills demonstrated4 ,method3 ,place problems on the board1 numbered1 not less than two nor more than four1 unless the class is very efficient4 ,each pupil starts with ,no4 #a4 ,teacher passes down aisle1 gives a progress check if work is satisfactory1 if not1 a criticism4 7,a rubber stamp marked 8,improving0 is very effective47 ,if checked1 pupil takes next drill2 if not he practices the same drill until the teacher comes again4 ,in a fifteen minute period the teacher can check up the room at least three times4 ,those who receive a check every time receive special recognition4 ,object3 ,to encourage initiative2 to impress upon each pupil his rank in the writing game2 to crystallize the week's work2 to give each pupil an opportunity for individual help4 ,,segregation 7,explained in detail in ,chapter ,two47 ,the teaching of penmanship is less laborious and more effective when the poor writers are separated from the good writers4 ,many pupils need no individual help1 but follow oral instructions easily4 ,they should be allowed to do so1 since independent effort will develop judgment1 initiative1 industry1 and an appreciation of how to 8play the game square40 ,the segregation of the poor writers in rows economizes the teacher's time and energy in passing about the room1 and ultimately allows each pupil to practice upon the drill he most needs4 ,while the poor writers should never be considered in disgrace1 a legitimate aim should be to get into the good division on the regular promotion day1 preferably ,friday4 ,segregation is especially desirable for board work1 since it economizes the time and energy of the teacher to a marked degree4 ,,line ,,quality ,at the seat3 ,make not less than #bjj solid two-space ovals or strokes with one dip of ink4 ,this will make for neatness4 ,allow no strike-overs1 i4 e41 patched lines4 ,correct position of the hand1 correct speed1 a limited amount of ink1 and a good movement are the surest remedies for neatness and good line quality4 ,always use two sheets of paper in order to obtain the best line quality and save the pen4 ,hold pen with hole on top so that both nibs touch the paper1 in order to secure even quality4 ,hold pen or pencil lightly enough that it may be slipped out easily from the hand4 ,,samples ,monthly samples have a place in and above the third grade4 ,make two or more samples on the #aeth of each month1 during the writing period4 ,select the best one and place in the manila envelope provided for this purpose only4 ,place name of pupil on envelope4 ,collect at the close of the period4 ,place rubber band around them and file in your desk4 ,object3 ,teachers may judge the effectiveness of their instruction2 pupils may observe their own improvement2 the grade of the pupil is to be partially based on this work2 the supervisor may be able to advise constructively2 the pupil has an opportunity to compete with himself4 ,procedure3 ,have paper cut1 and sample on board1 memorized4 ,give warming up exercises of ovals1 capital1 name1 and small o exercise4 ,consume five or more minutes in this way4 ,use your watch1 time the class4 ,record the speed on the sample4 ,after each sample1 relax4 ,make two or three1 as time permits4 ,select the best4 ,discard others4 ,open sample envelopes1 compare with sample of month before4 ,give a check of honor to all who have improved to a marked degree4 ,the first month1 check for better movement1 neatness and light line2 second month1 size1 etc4 ,always hold for all points before considered4 ,tell class at end of checking what in general you see they need1 and keep that in mind during the month4 ,count the pupils who have two samples and those who receive checks1 ascertain your per cent of improvement and record it for reference next month4 ,collect sample envelopes and file in your desk4 ,caution3 ,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 permits2 in fact1 this would be helpful4 ,however1 on the #aeth1 the allotted time only should be allowed for writing the sample1 which should proceed in general as above outlined4 ,standard3 ,third and fourth grades attain #ej improvement each month4 ,fifth and sixth grades should attain #ff improvement each month4 ,seventh and eighth grades should attain #ge improvement each month4 ,,preparation ,,for ,,regular ,,visit ,,of ,,the ,,supervisor ,first grade3 ,two models for every child at board4 ,second grade3 ,after the second month a writing lesson saved from the previous week2 after the third month1 a spelling lesson4 ,third1 fourth1 fifth1 sixth1 seventh1 eighth and ninth grades3 ,have on the desk ready for grading1 the following3 samples1 spelling paper1 language paper4 ,give pupils an opportunity to see that all work to be inspected is ready the day previous to the supervisor's visit4 7,for ordinary lessons one minute is ample time for preparation if folders are kept in good order47 ,placing one lesson of the applied work in the folio each week1 from which the final selection is to be made1 will serve to keep the work uniformly good4 ,this would also provide specimens for those who might be absent for a particular lesson written expressly for this purpose4 ,,desk ,,arrangement ,aisle --------------------------- --------------------------- ,oct4 ,spell4 ,sept4 ,sample ,sept4 ,sample ,oct4 ,spell4 ,oct4 ,lang4 ,oct4 ,sample ,oct4 ,sample ,oct4 ,lang4 --------------------------- --------------------------- ,,counting ,in counting for words repeat the letters at correct speed1 sentences likewise1 using great care that the finish is within the time limit4 ,in pronouncing spelling words to be used during penmanship drill1 always require the class to repeat the words after you before writing4 ,a short dictated sentence should be managed the same way4 ,,use ,,of ,,the ,,timepiece ,this is as necessary to the good teacher of penmanship as is the blackboard4 ,by its use is obtained correct speed1 alertness on the part of the teacher1 good movement because never too slow1 more rhythmical counting1 and more practice accomplished4 ,use the second hand daily1 until counting becomes automatic and goes forward with the right kind of speed at all times4 ,,awards ,honor rolls1 buttons1 certificates1 pennants1 cups1 etc41 prove a great incentive4 ,all competition should be carried on in a friendly manner4 ,,use ,,of ,,standard ,,penmanship ,,tests ,the research department may very profitably apply the standard tests throughout the city twice yearly1 tabulate the results and publish them to teachers4 ,from these findings1 principals1 supervisors1 and teachers will be able to determine what the weaknesses are and find a remedy for them4 ,,chapter ,,seven ,,suggestions ,,for ,,the ,,grades1 ,,junior ,,and ,,senior ,,high ,,schools ,a ,,general1 ,,not ,a ,,specific ,,plan ,in suggesting this plan no endeavor has been made to be definite1 except in a few essentials4 ,writing texts and conditions in schools differ so greatly that this would be impossible4 ,an effort has been made to build up from the first grade to the last a general plan of a logical character4 ,many suggestions made for the second and third grades could wisely be put into operation1 in part1 in the higher grades4 ,it is assumed first that the muscular movement method has been adopted and that each child has the use of a manual1 since that is the only condition under which an adaptation of these suggestions would be advisable4 ,this bird's eye view of the subject is not to be considered in any respect a 8system0 of writing1 in text book phraseology4 ,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 teacher4 ,,first ,,grade ,child nature is spontaneous1 active1 restless4 ,it prefers objects to subjects1 expression to repression and generality to detail4 ,writing is a slow and laborious method of expression compared to speech1 and therefore not well suited to childhood4 ,more oral1 and less written language should be given primary grades4 ,but so long as writing seems a necessary part of primary education1 it should be taught in the most rational manner4 ,to do this1 it is necessary to consider the child1 its capacity to acquire knowledge and skill1 and its future welfare1 as concerns health and handwriting4 ,one very noticeable feature about the activity of childhood is the exercise of the larger muscles which it invariably involves4 ,the movements are of the whole body1 and not of mere portions of it4 ,the fundamental muscles and not the delicate and finely coordinated muscles are employed in all their movements4 ,such muscles 7the accessory7 as are engaged in fine writing1 drawing and sewing are developed later4 ,especially is this true of the muscles of the eye4 ,ignorance of these facts has led to mistakes in training4 ,the wise teacher will not compel or permit young pupils to follow a fine copy in writing1 but will encourage them to use the blackboard where abundant opportunity will be given for exercising the larger muscles4 ,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 work4 ,childhood has been called the language period par excellence1 but this statement has reference to oral and not written forms of speech4 ,every teacher knows how easily and rapidly the child gains a vocabulary at this stage4 ,he learns language by imitation1 and the whole epoch of childhood is1 as psychology teaches1 and ,william ,wordsworth expresses it1 8one endless imitation40 ,it therefore behooves the teacher to neglect1 if anything1 reading and writing during the early stage of childhood1 and make play and story telling the predominant work in the years preceding eight4 ,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 year4 ,shall we use all our time teaching form8 ,shall we teach movement work entirely and let form alone8 ,or shall we try a combination of both8 ,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 letters1 capital letters1 words and sentences on paper4 ,some courses demand that pupils must do a certain amount of copying4 ,this is very unfortunate1 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 child1 both physically and mentally4 ,the following suggestions are offered first grade teachers3 ,under proper instruction the pupils will go into the next grade with the ability to express themselves freely and easily at the blackboard4 ,it is quite unnecessary and unpedagogical to teach children a habit that in the course of a few years must be given up entirely2 reference is here made to teaching of finger movement in the first three grades4 ,one ,b grade aim3 ,to introduce pupils in this grade to all small letters in short words4 ,to attain an average speed of thirty letters per minute4 ,one ,a grade aim3 ,to introduce pupils in this grade to all capital letter forms in families4 ,to review all small letters in words and sentences4 ,to attain a speed of thirty-five letters per minute4 ,to give pupils by the end of the term1 a tool for handling spelling and language in a satisfactory manner at the blackboard4 ,material3 ,compendium 7optional71 crayon1 eraser4 ,the blackboard should be ruled with lines four inches apart beginning at the bottom and extending six lines in height4 ,eighteen to twenty inches is sufficient board space for each child4 ,more practice and correspondingly better results follow when the entire class is at the board at one time4 ,length of lesson3 ,fifteen minutes daily1 five times per week4 ,place the period early in the day or just before spelling so that it may function4 ,writing is an inter-recitation activity4 ,practicing the daily lesson will be found very profitable4 ,demonstration3 ,each drill should be demonstrated briefly from one to three times each day of presentation4 ,blackboard models for tracing should be provided for each pupil daily4 ,good models are a necessity because of the inconvenience of using compendiums at the board4 ,distribution of time to subject matter3 ,at the beginning of each term devote one-half to one-third of the lesson to movement drill4 ,tracing and writing consume the remainder of the period4 ,as skill increases reduce the amount of time to one minute on movement drill and divide the remainder equally between words and sentences4 ,the board should be filled ten times during one lesson4 ,one ,a children should fill the board once daily with the figure represented in the current date4 ,names3 ,pupils should write their names as early as possible in the term4 ,after the capital 8,i0 has been mastered use the following form for name practice3 8,i am 7name740 ,z ,group3 ,this group proceeds at a slower rate of speed1 attaining at the end of the year scarcely thirty letters per minute4 ,more frequent demonstration is necessary4 ,use as many two-letter words as possible4 ,select words from the reading as far as practicable4 ,more blackboard work1 tracing and rhythmic drill are necessary than in other classes4 ,,second ,,grade ,primary teachers are frequently opposed to muscular movement because it is wholly impossible to obtain the same uniform work 7which is really only useless drawing7 as can be obtained by the finger movement plan4 ,not until principals1 primary supervisors1 and superintendents are willing to tell their primary teachers that they will not look for beautiful written exercises in these grades1 will the teachers of the first1 second1 and third grades look with favor upon muscular movement4 ,we do not expect the primary teacher to produce the finished mathematicians1 readers1 historians1 or penmen1 but such work as is accomplished should be based on the right foundation4 ,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 child4 ,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 movement4 ,however1 if movement is not taught at an early age much time will be wasted when the transition is made1 which a few extreme persons say should not take place until the fifth year in school4 ,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 style4 ,board work may be continued advantageously daily in the second grade for a three or four minute period4 ,the writing for the first month might very profitably be given over to board training to a large extent1 retaining only five or six minutes daily to teach the physical-training phase of penmanship4 ,relaxation1 correct posture of the body1 feet1 hands1 and arms at the seat might be accomplished during the first month4 ,the next step will be to study the hand and arm1 making the preparatory movement for ovals1 and strokes with the hand half open and gliding on the nails4 ,the five knuckles must be turned toward the ceiling4 ,pupils should make the movement freely to the teacher's count and also count for themselves in low tones4 ,the teacher might use a book or a thin board to serve as a desk1 with which to illustrate1 in order to establish the proper relation in the child's mind concerning the desk and the points of contact4 7,see detailed directions under posture1 ,chapter ,two47 ,pencil holding is next taught1 using the handle end first1 and pointing it half way between the shoulder and the elbow4 ,it will take a month or more to develop relaxation1 correct posture1 and penholding4 ,aim3 ,first month4 ,to perfect the board writing4 ,to review all capitals and small letter forms in words and sentences1 and attain greater fluency and a higher degree of perfection in form4 ,to attain a speed of forty letters per minute1 the standard speed for this grade4 ,to teach the form of the letters so well1 that in the seat work next month when movement is the great problem1 form may not need to be stressed1 but will be a resource4 ,second month3 ,to develop relaxation1 correct posture1 movement1 and speed sufficient to prevent finger movement4 ,to apply these fundamental principles to ovals1 a few easy capitals1 a limited number of words and a few short sentences4 ,to make the correct writing habit carry over into the spelling by the end of the #b ,b grade4 ,comparison3 ,save one of the pupil's first lessons in both regular and applied work to be compared with later ones4 ,material3 ,canary paper1 cut into half sheets1 compendium1 pencil1 folio seven by nine inches4 ,keep only writing material in these folios4 ,length of lesson3 ,fifteen minutes daily1 five times per week4 ,blackboard practice on the daily lesson is suggested as an inter-recitation activity4 ,place the writing period early in the day or prior to the spelling in order that it may function in the applied work4 ,demonstration3 ,the same directions that are given under first grade for ruling boards and demonstration procedure will be found useful4 ,z ,group3 ,this group proceeds at a slower rate of speed than other groups and attains at the end of the #b ,a a speed of thirty or more letters per minute instead of forty4 ,demonstrate more frequently4 ,use as many two-letter words as possible4 ,select words from the reading as far as practicable4 ,more blackboard work1 tracing and rhythmic drill are necessary than in other classes4 ,distribution of time to subject matter3 ,during the first month give the greater part of the writing period to movement drills4 ,for the following months spend one-half to one-third of the period on movement drills1 the remainder being divided between capital letters and words and sentences4 ,headings3 ,use the following heading daily1 placing it on the second blue line4 ,write on every line except the first below the heading4 ,model3 ,john ,brown1 #b ,a1 ,sept4 #ae1 #aibd4 ,,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 board4 ,they should also be able to make straight strokes and ovals1 write words1 sentences1 and the most necessary capitals with the right movement1 at the seats4 ,in both cases they should observe correct posture1 slant1 speed1 uniformity1 and spacing between words4 ,they should recognize the difference between connective lines1 and observe the following rule for spacing between letters and words3 ,the space between letters should be the width of the distance between the down strokes in small u1 the space between words should be the entire width of small i4 ,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 together4 ,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 should4 ,the space around the letters relieves the eye of the reader1 and makes even irregular and crudely formed words fairly legible4 ,the pupils who have been well trained in movement can slide easily from one letter to another with the right-length connective stroke4 ,pupils at the beginning of the third year in school will often appear to have forgotten much that they have been taught in penmanship1 as in other subjects4 ,during the vacation the muscles have become somewhat tense1 therefore relaxing exercises should be given frequently in order to regain what has been lost4 7,see directions under physical training phase1 ,chapter ,two47 ,it will be well to give at least one week's practice at the board1 two short lessons daily4 ,review the letter forms1 ending each lesson with a word4 ,the second week have pupils take pens a few minutes daily and review ovals and strokes1 preliminary to writing the exercises that will lead directly to word and sentence building4 ,aim3 ,to develop relaxation1 correct posture1 easy movement1 sufficient speed to prevent finger movement1 and to apply these fundamental principles to all writing lessons1 spelling and copy work4 ,the grade is to be based upon whether or not the pupil uses the arm movement during penmanship1 copy work and spelling4 ,grade 8,failure0 if movement is not used as above directed4 ,attain a speed of fifty letters per minute in words and sentences4 ,material3 ,compendium1 white paper half sheets1 coarse pen1 penholder1 ink1 penwiper1 blotter1 manila envelope for sample1 folio1 seven by nine inches1 in which penmanship material only is to be kept4 ,teachers should write pupils' names on folios4 ,on ,mondays pass enough paper for the week4 ,length of lesson3 ,fifteen minutes daily1 five times per week4 ,after correct habits are established1 encourage home practice4 ,place the penmanship period early in the day or prior to the spelling in order that it may function properly4 ,distribution of time to subject matter3 ,during the first month give one-half or more of the time to good habit formation by use of movement drills4 ,for the following months spend one-third of the period on ovals1 little o1 or the like1 one-third on capital letters1 and one-third on words and sentences4 ,heading3 ,place the following heading daily on the second blue line4 ,write on every line except the first below the heading4 ,model3 ,john ,brown1 #c ,b1 ,sept4 #ae1 #aibd4 ,sample3 ,memorize the following sample which is to be taken the middle of each month4 ,model3 ,john ,brown1 #c ,b1 ,sept4 #ae1 #aibd4 ,john ,doe ,school ,city1 ,state4 7,skip a line47 ,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 year4 ,the child will be able to meet the demand because he will have nothing to undo1 having spent all the time devoted to penmanship in working on a correct foundation4 ,the efforts may be crude4 ,however1 technique in the beginning is of less importance than that the proper habits may be established4 ,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 done4 ,aim3 ,to develop relaxation1 correct posture1 easy movement1 sufficient speed to prevent finger movement and to apply these fundamental principles to all writing lessons1 spelling1 and copy work4 ,the grade is to be based upon whether or not the pupil uses arm movement during the penmanship period1 copy work1 and spelling4 ,grade 8,failure0 if movement is not used as above directed4 ,attain a speed of sixty letters per minute in words and sentences4 ,materials3 ,compendium1 white paper half sheets1 coarse pen1 penholder1 ink1 penwiper1 blotter1 manila envelopes for samples1 folio seven by nine inches in which writing material only is to be kept4 ,teacher should label folios with name of pupil4 ,on ,monday pass enough paper for the week4 ,length of lesson3 ,twenty minutes daily1 five times per week4 ,after correct habits are established encourage home practice4 ,place the writing period early in the day or prior to the spelling in order that it may function properly4 ,distribution of time to subject matter3 ,during the first month give one-half or more of the time to good habit formation by use of movement drills4 ,for the remainder of the year spend one-third of the period on ovals1 little o drill1 and the like1 one-third on capital letters and one-third on words and sentences4 ,heading3 ,place the following heading daily on the second blue line4 ,write on every line except the first below the heading4 ,model3 ,john ,brown1 #d ,b1 ,sept4 #ae1 #aibd ,sample3 ,memorize the following sample which is to be made the middle of each month4 ,model3 ,john ,brown1 #d ,b1 ,sept4 #ae1 #aibd ,john ,doe ,school ,city1 ,state 7,skip a line7 ,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 them4 ,in this grade especially1 pupils should be taught to work independently1 that is1 correctly without the guidance of the teacher4 ,they cannot go on forever with a supporting prop4 ,it is marvelous how much they will develop if led to become independent4 ,by way of assisting them1 give pupils a study plan and a small portion of the lesson time1 perhaps two minutes1 during which time make mental note of the points neglected by the majority of the class4 ,with this as a basis to work upon make the next lesson strong on the points in which the pupils1 when working independently1 seem the weakest4 ,if pupils have established the correct habits a half-hour of practice at home or at school should not weary them4 ,many will practice longer of their own accord4 ,aim3 ,to develop relaxation1 correct posture1 easy movement1 and sufficient speed to prevent finger movement and to apply these fundamental principles to all penmanship lessons1 spelling1 copy1 and dictation work4 ,grade 8,failure0 unless movement is used as indicated above4 ,attain a speed of seventy letters per minute in words and sentences4 ,material3 ,compendium1 full size sheets of white paper1 ink1 blotter1 heavy brown folios1 nine by twelve inches1 coarse pen1 wooden penholder1 pen-wiper1 manila envelope for samples4 ,keep writing material only in these folios4 ,teacher should label folios with the name of the pupil4 ,monday pass to each pupil enough paper for the week4 ,length of lesson3 ,twenty minutes daily1 five times per week4 ,place the writing period early in the day or prior to the spelling in order that it may function in applied work4 ,distribution of time to subject matter3 ,during the first month spend half or more of the time in developing posture1 movement1 and movement drills4 ,after the first month devote to movement drills1 ovals1 little letters and the like1 one-third to one-fourth of the period2 to capital letters1 half the remaining time2 to words or sentences the remainder of the period4 ,heading3 ,place on the second blue line4 ,write on every line except the first below the heading4 ,model3 ,john ,brown1 #e ,b1 ,sept4 #ae1 #aibd ,sample3 ,take sample on the middle of each month4 ,memorize4 ,model3 ,john ,brown1 #e ,b1 ,sept4 #ae1 #aibd ,john ,doe ,school ,city1 ,state 7,skip a line7 ,,abcdefghijklm ,,nopqrstuvwxyz 7,skip a line7 ,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 grade1 with each member accomplishing what he should according to his grade1 by the time they reach the sixth1 the correct writing habit should be firmly fixed4 ,it is well to have it so1 for now1 more than ever before does the pupil have need of this energy and time saving habit4 ,the demands for the application of the writing habit are daily growing more numerous4 ,the penmanship lesson should now be devoted largely to further study of good letter forms1 providing pupils automatically use muscular movement4 ,pupils of this age will now recognize what the former training means4 ,they will now be interested because they realize that they have been gaining something that will be very useful to them4 ,aim3 ,to develop relaxation1 correct posture1 easy movement1 and sufficient speed to prevent finger movement and to apply fundamental principles to all written exercises except arithmetic4 ,grade 8,failure0 unless movement is used as indicated above4 ,attain a speed of eighty letters per minute in words and sentences4 ,the material1 length of lesson1 distribution of time to subject matter1 heading and samples may profitably be the same as for the fifth grade4 ,,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 adults4 ,adult learners1 if they have in previous years used finger movement will have more to overcome than seventh grade pupils4 ,it is well at all times to keep the goal in view1 and gradually work toward it4 ,never permit pupils to drift4 ,during penmanship lessons frequent comparisons with the models is essential4 ,friendly competition has a place4 ,let parallel grades of the same school or neighboring schools compare work4 ,take into consideration in the competition1 first1 legibility1 then time consumed for the execution of the exercise1 uniformity1 slant1 spacing1 size and connecting and ending strokes4 ,many pupils no doubt do not use discretion in the selection of proper equipment for home work4 ,they should realize that the right heights of table and chair mean much for comfort and therefore have direct relation to physical endurance4 ,the use of the timepiece in order to keep up the right speed is an important point4 ,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 minute4 ,teach each pupil to be systematic in his homework as well as at school4 ,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 piano1 selecting a march to which the pupils might write certain drills4 ,the phonograph may be used to good advantage for the purpose of giving variety to the drill work4 ,pupils will enjoy writing the drills to the music4 ,they must appreciate more fully than ever the fact that each school subject depends to a great extent upon others1 penmanship being no exception4 ,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 fails4 ,when pupils write to the rhythm produced by their own voices1 such as concert counting1 relaxation of the muscles takes place easily4 ,it has proven very satisfactory to appoint a captain1 perhaps the best penman in the row1 to do the counting for the preliminary drills with which each lesson should begin4 ,this relieves the teacher of useless voice work and helps to develop initiative on the part of the pupils4 ,it will be necessary for pupils who do this work to count exactly right1 first with the teacher1 and later alone4 ,they should next learn to count and work at the same time4 ,finally1 pupils may well observe all the suggestions made in previous grades4 ,they should1 however1 be able to produce much more finished results than in the previous grade4 ,aim3 ,to develop relaxation1 correct posture1 easy movement1 sufficient speed to prevent finger movement1 and to apply these fundamental principles to all written exercises4 ,grade 8,failure0 unless movement is applied as indicated above4 ,attain a speed of ninety letters in words and sentences4 ,length of lesson3 ,twenty minutes daily1 three to five times per week4 ,the material1 distribution of time to subject matter1 heading and samples may profitably be the same as for the fifth grade4 ,,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 structure4 ,the writing is perhaps one of the first subjects to be criticized or commented upon when the class is promoted4 ,the evidence will be plainly for or against it4 ,it is a common occurrence for a piano pupil after discontinuing practice to refuse to perform4 ,an athlete out of practice is an awkward figure when getting back into form4 ,therefore1 as penmanship is applied physical training it is not surprising that pupils who do not keep up practice to a reasonable extent soon lose skill4 ,if the daily practice must be application to other subjects1 and not drill work1 great care should be exercised to make conditions favorable for the retention of the correct penmanship habit4 ,it should be the privilege and duty of the pupils of this grade so far as possible to place all problems1 etc41 on the board for the teacher4 ,pupils of this age should be given every opportunity to use their good penmanship in any and all kinds of clerical work4 ,they like to feel that they are helpful1 and this spirit should be fostered4 ,it is a saving of the teacher's time and strength1 and impresses pupils with the practical value of good writing4 ,as these pupils pass through the junior high school1 the senior high school1 commercial colleges or universities and out into the actual business world1 they will take on that individuality in penmanship which suits best4 ,the appearance of their writing will be considerably modified owing to the different conditions under which each one performs his tasks4 ,this is a matter of minor importance4 ,the important question for each teacher and each pupil to answer in the affirmative is this3 ,is the writing habit acquired in the grades the correct one8 ,the crown of all the efforts should be an energy and time saving manner of writing that will be entirely readable4 ,aim3 ,to develop relaxation1 correct posture1 easy movement1 sufficient speed to prevent finger movement and to apply these fundamental principles to all written exercises4 ,grade 8,failure0 unless movement is applied as indicated above4 ,attain a speed of one hundred letters in words and sentences4 ,length of lesson3 ,see seventh grade4 ,the material1 distribution of time to subject matter1 heading and samples may profitably be the same as for the three preceding grades4 ,,junior ,,high ,,school ,when the seventh1 eighth1 and ninth grades are set off by themselves and take the name of ,junior ,high ,school1 conditions are somewhat different than when they remain a part of the grade system4 ,the ideals of the schools differ1 as they should1 in some respects4 ,a most striking difference is that a greater freedom in the choice of subjects is made possible in the junior high school4 ,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 subjects4 ,aim3 ,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 preparation4 ,material3 ,similar to that suggested for preceding grades4 ,required subject3 ,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 principal1 supervisor1 and teachers4 ,administration of tests3 ,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 programs4 ,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 degree4 ,the materials1 distribution of time to subject matter1 form for headings1 and samples may profitably be similar to that suggested for former grades4 ,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 also4 ,in such a case by using tact1 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 drills4 ,,senior ,,high ,,school ,theoretically1 students in the senior high school should not find it necessary to pursue penmanship for acquisition as a tool1 but practically1 we find many who are so unskilled in this subject that it is necessary to make provision for them4 ,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 high4 ,again1 there are those who acquire manual dexterity with great difficulty4 ,lastly1 we have great numbers that are qualifying for commercial lines4 ,the needs of all must be met4 7,discussed more fully in ,chapter ,one47 ,aim3 ,to provide every student who leaves the senior high school with a good working tool for business or college4 ,no possible excuse should be offered in place of a good handwriting by a senior high school graduate who has had the opportunity to qualify4 ,materials3 ,similar to those in the junior high school4 ,required subject3 ,penmanship should be required of all who cannot meet a reasonably high standard agreed upon by principal1 supervisor1 and teachers4 ,commercial students should qualify to a much higher degree than others4 ,the administrations of tests1 distribution of time to subject matter1 samples1 may well be carried on in a manner similar to that suggested for the upper grades and junior high school4 ,,chapter ,,eight ,,supervision ,,and ,,the ,,penmanship ,,supervisor ,,supervision ,,in ,,the ,,past ,supervision had its rise in the early #gj's we are told4 ,at that time educators began to follow to some extent the example of the world of industry4 ,lotus ,d4 ,coffman gives us as a humorous definition of the function of the early supervisor the following3 8,the business of a supervisor is to cast a genial influence over the schools1 but otherwise he is not to interfere with the work of the schools40 ,supervision is evolving1 and the definition of today may need to be revised tomorrow4 ,at present a supervisor represents the superintendent in certain well defined lines4 ,as a principal he may have charge of a building4 ,he may have charge of two or more subjects in a smaller city4 ,he may have charge of one subject in a city1 county1 or state4 ,,function ,,of ,,the ,,supervisor ,the first function of a supervisor is generally acknowledged to be improvement in classroom teaching4 ,let us place second the responsibility for a suitable course of study 7in penmanship the selection of the text71 and third1 responsibility for standard methods whereby results may be measured4 ,,leadership ,a ,,prime ,,qualification ,broad constructive leadership is the prime requisite for one who would take upon himself the arduous duties of supervisor1 be it of one subject or of many4 ,each candidate should subject himself to a rigorous self-rating process before taking up supervision1 and those in service should continue to look within4 ,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 themselves4 ,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 leader4 ,,personality ,a ,,necessary ,,qualification ,supervisory positions are like others in that two main qualities are essential1 namely1 desirable personality and sufficient preparation4 ,these essentials must be fairly well balanced in the person who is a candidate for a supervisory office4 ,we are familiar with the type of supervisor who1 though largely lacking scholastic attainments1 is so pleasing as to give a certain desirable kind of service and who is therefore retained year after year4 ,compare such a supervisor with the reverse1 the one who has all the professional degrees obtainable but who lacks the human touch4 ,neither type is entirely qualified4 ,teachers are good judges4 ,consult almost any teacher-made list for desirable qualities1 and you will find that the points that make up a desirable personality are given preference to scholarship and other phases of preparation4 ,genuine leaders are always on the alert to improve themselves4 ,when leaders are kind1 constantly courteous1 permit initiative1 keep informed on current movements1 exhibit tact1 show industry1 self-control1 are optimistic1 reliable1 courageous1 just1 open-minded1 progressive1 sincere1 tolerant2 then1 and then only1 shall we cease to hear teachers speak of the worthlessness of supervision4 7,perhaps poor supervision has been a large factor in fostering poor teaching47 ,physical strength to meet the numerous demands is an essential4 ,desirable1 in fact1 necessary requisites are pleasing manners1 such as poise1 refinement1 good speaking voice1 and self possession4 ,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 contact4 ,dress should be simple and appropriate1 of excellent quality1 and not too striking4 ,it has been the observation of the writer that supervisors1 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 impressed4 ,it does not take a great deal of imagination to realize why the 8celluloid collar man0 and the 8overdressed0 or 8home made0 woman is not a welcome adjunct in the classroom or at neighborhood gatherings4 ,,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 institution4 ,this is now legally impossible in many states and wisely so4 ,a general college course is desirable1 and particularly so since supervisors are apt to have occasion to direct teachers who have had such training4 ,supervisors are criticized1 often justly1 for being narrow and knowing only one subject4 ,older supervisors should avail themselves of the many opportunities for professional growth4 ,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 supervising4 ,graduate work on the part of the general supervisor as the years go by is becoming almost a necessity4 ,travel is an essential part of education4 ,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 university4 ,exception may be made of those who are called upon to contribute to some higher institution as instructors4 ,every year worthy new educational books come from the press1 and many worth-while articles are published in educational journals4 ,supervisors who have a real message should be willing to contribute to these journals4 ,by working out such articles the authors clarify their own ideas and inspire their fellow workers4 ,careful reading of educational journals is bound to keep special-subject supervisors aware of the general trend of education4 ,technical journals should each month find their way to the desk of the supervisor of special subjects4 ,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 school4 ,this gives the proper background for effective supervision4 ,the best supervisors are always in a process of preparation and each year adds its quota of experience1 rounding off here1 burnishing up there1 softening a high light of deficiency and blending all into a more helpful and desirable whole4 ,,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 position4 ,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 below4 ,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 supervision4 ,the course of study is a feature that any supervisor should be constantly preparing to deal with1 but mainly in connection with suggestions from the teachers who are dealing first hand with the children4 ,it is the part of wisdom and justice to capitalize the strength of the teaching force1 always giving due credit therefor4 ,the supervisor knows how to administer standard tests1 and is prepared to stand by the findings4 ,he is willing to point out the need of special educational treatment in specific cases4 ,he must be prepared to place especially talented children in their place and without fear4 ,each child should have his opportunity1 according to ,dr4 ,virgil ,dickson4 ,this is real democracy4 ,the penmanship supervisor should at any time be able to demonstrate his subject with the aid of the class for the benefit of the teacher4 ,one thing is an essential1 however3 ,the supervisor must do this in an artistic manner1 and vastly better than the teacher can do it4 ,demonstration lessons are no doubt the most popular help that can be rendered to teachers4 ,teachers like to see how some one else meets the classroom problem1 and it is a golden time for the supervisor to inculcate sound educational principles and good practice4 ,the supervisor should be prepared to administer details such as routine matters1 to plan visiting days that are really worth while1 to select texts1 material1 etc4 ,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 work1 worth-while meetings1 and in the planning of educational exhibits4 ,such exhibits should be kept by the supervisors in order to show new teachers what has been attained in former years4 ,standards can easily be made clear in this fashion4 ,,rating ,the much discussed problem of rating of teachers1 first used in #ahif in ,milwaukee1 is the cause of considerable 8grief0 among many4 ,we are all rated in one way or another1 and after all why be sensitive about it8 ,a good cure is a self rating card1 filled in carefully1 prayerfully1 and then laid aside until next self rating day arrives4 ,self competition is bound to yield good results4 ,let us learn to look in the mirror without flinching4 ,whatever system is used the teacher should have a copy of the score card and thereby learn upon what qualities to place values4 ,the score card is especially valuable for the reason just given4 ,no teacher should rise or fall on the strength of one rating1 or on the strength of the rating of one person4 ,boice1 ,elliott and ,rugg have all contributed much in the way of score cards4 ,mr4 ,cook of ,south ,dakota explains a most interesting and meritorious system in use in his state4 ,it remains for ,katherine ,taylor ,cranor to present the first self scoring card for the supervisor as an aid to efficiency in school work4 ,it offers to each one upon whom the mantle of supervision has fallen food for thought4 ,it must provoke any thinking person to a critical evaluation of himself and his work4 ,the six main topics covered are in substance as follows3 #a4 ,educational1 social1 and personal qualifications3 ,these include liberal education1 tact1 tolerance1 poise1 appearance1 disposition1 leadership1 loyalty1 ability to speak in public1 patience1 #bfj points4 #b4 ,course of study3 ,cooperation in making it1 ability to interpret it1 #adj points4 #c4 ,relationship to teachers3 ,wise selection1 consideration of health of teachers1 growth1 self improvement1 initiative1 effect on their lives1 community needs1 #bjj points4 #d4 ,duty toward instruction3 ,visiting classes1 #cjj points4 #e4 ,attention to details3 ,text books1 demonstrations1 routine1 #ej points4 #f4 ,publicity1 #ej points4 ,total1 #a1jjj points4 ,,the ,,best ,,qualified ,,supervisor ,is it too much to say that the best qualified1 the best prepared penmanship supervisor is the one that shares responsibility1 is broad visioned1 has both hand and heart culture1 is helpful1 courageous1 and who still retains the human touch and most rapidly makes himself unnecessary to the teacher8 ,,bibliography ,american ,penman 7,austin ,norman ,palmer1 ,editor71 a monthly publication4 ,a4 ,n4 ,palmer ,publishing ,co41 ,new ,york ,city4 ,ayres1 ,dr4 ,leonard ,p41 ,a ,scale for ,measuring the ,handwriting of ,adults4 ,division of ,education1 ,russell ,sage ,foundation4 ,new ,york ,city1 #aiae4 ,business ,educator1 a monthly publication1 ,columbus1 ,o4 ,course of ,study ,monographs1 ,elementary ,schools1 ,no4 #e1 ,penmanship4 ,berkeley1 ,california1 #aiba4 ,course of ,study1 ,syllabus in ,penmanship1 as adopted by the ,board of ,education1 ,city of ,new ,york1 ,park ,avenue and #eith ,street1 ,new ,york1 #aiba4 ,course of ,study1 ,handwriting1 by ,administrative ,department1 ,colorado ,springs ,public ,schools1 ,colorado ,springs1 ,colorado1 #aiba4 ,daugherty1 ,mary ,l41 8,history of the ,teaching of ,handwriting in ,america10 ,elementary ,school ,journal1 ,december1 #aiag4 ,edson1 ,andrew ,w41 ,associate ,city ,superintendent1 ,new ,york1 ,muscular ,movement in ,its ,practical ,application4 ,a4 ,n4 ,palmer ,publishing ,co41 ,new ,york1 #aiaj4 ,freeman and ,daugherty1 ,how to ,teach ,handwriting4 ,houghton1 ,mifflin ,co41 ,boston1 #aibc4 ,freeman1 ,frank ,nugent1 ,the ,teaching of ,handwriting4 ,houghton1 ,mifflin ,co41 ,boston1 #aiad4 ---- 8,present ,day ,issues in the ,teaching of ,handwriting10 ,elementary ,school ,journal1 ,sept41 #aibc4 ,french1 ,w4 ,l41 ,psychology of ,handwriting4 ,putnam1 ,new ,york1 #aiad4 ,gray1 ,clarence ,freeman1 ,a ,score ,card for the ,measurement of ,handwriting4 ,the ,university1 ,austin1 ,tex41 #aiae4 ,hiles1 ,leta ,severance1 and ,lorenz1 ,marian ,s41 ,course of ,study1 ,long ,beach ,public ,schools1 ,long ,beach1 ,california1 #aibc4 ,lister1 ,c4 ,c41 ,muscular ,movement ,writing1 ,advanced ,book4 ,the ,macmillan ,company1 ,new ,york1 #aiai4 ---- ,what ,i ,saw in a ,writing ,class4 ,a4 ,n4 ,palmer ,publishing ,co41 ,new ,york1 #aiab4 ---- ,writing ,lessons in the ,primary ,grades and ,teachers' ,guide to ,writing ,lessons in ,primary ,grades4 ,a4 ,n4 ,palmer ,publishing ,co41 ,new ,york1 #aiab4 ,meleney1 ,dr4 ,clarence ,e41 ,associate ,city ,superintendent1 ,new ,york ,city1 ,observation on the ,teaching of ,penmanship in the ,elementary ,schools4 ,a4 ,n4 ,palmer ,publishing ,co41 ,new ,york1 #aiaa4 ,mills1 ,edward ,clarence1 ,business ,penmanship4 ,american ,book ,co41 ,new ,york1 #aiaf4 ,palmer1 ,austin ,norman1 ,palmer ,method4 ,a4 ,n4 ,palmer ,publishing ,co41 ,new ,york1 #aiba4 ---- ,penmanship ,pointers1 a bi-monthly magazine4 ,a4 ,n4 ,palmer ,publishing ,co41 ,new ,york4 ---- ,palmer ,penmanship ,budget4 ,a4 ,n4 ,palmer ,publishing ,co41 ,new ,york1 #aiae4 ,shouse1 ,j4 ,b41 8,obstacles to ,good ,handwriting10 ,elementary ,school ,journal1 ,december1 #aibc4 ,smith1 ,albert ,j41 ,applied ,graphology4 ,the ,gregg ,publishing ,co41 ,new ,york1 #aibj4 ,snesrud1 ,j4 ,m41 ,handwriting ,efficiency in ,junior and ,senior ,high ,schools4 ,the ,gregg ,publishing ,co41 ,new ,york1 #aiba4 ,spencerian ,authors4 ,ivison1 ,blakeman1 ,taylor ,co41 ,new ,york1 #ahgd4 ,starch1 ,dr4 ,daniel1 ,educational ,measurements4 ,the ,macmillan ,company1 ,new ,york1 #aiaf4 ---- ,educational ,psychology4 ,the ,macmillan ,company1 ,new ,york1 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