=Drill 11=
[Illustration]
See instructions for drill eleven on following page.
Hereafter, each lesson should begin with practice of the compact
two-space oval, drill three, drill six, and drill eleven, and there
should be frequent reviews of the other drills so far practiced.
In the large oval drill and its modifications in capitals A, O, and C,
the motion has been mainly forward and backward, while that used in the
connected small o drill is mainly toward the right, developing the
lateral movement. If too much driving force from above the elbow is
used, the letter will be too large. If the position is just right, the
least possible force will drive the hand far enough to form the o. The
line connecting the letters should be as nearly straight as is possible
to make it at the required speed. If too pronounced an under-curve is
used in the connective lines the result will be a form more nearly
resembling small a than o.
In this style of writing, small o and letters in its class should be
one-sixteenth of an inch high. The letter in this drill is of that
height, and it should be used as a basis of comparison in determining
the height of the other minimum letters a, c, e, i, m, n, r, s, u, v, w,
and x. Small r and s may be made one-fourth higher than the other
letters in the minimum class.
Wherever there is an angular connection as in closing small o at the
top, there must be a checking of the motion at that point; in fact, a
stop. The closing of o is so quickly done that the stop can hardly be
seen even by the closest observer.
=To the Teacher=: In connection with this drill we urge teachers to use
a conversational count. In passing from desk to desk, criticise the work
in correct rhythm. Suppose one student is making o too large, another
not closing it at the top, another using a slow, dragging movement,
another making a narrow, flat letter, and still another bending over his
desk too far. The criticisms would be as follows: “Make it smaller, make
it smaller; close it up, close it up; you stop, at the top, you stop,
you stop, every time, at the top. How long? Not long; but you stop,
every time, at the top. Slide along, slide along; round o, round o; sit
up, sit up.” Each criticism or admonition may be repeated until the
error has in a measure been corrected. The influence will not be lost
upon the rest of the pupils, but those who have been making the same
errors will almost unconsciously show marked improvement.
A speed of ninety or more to a minute should be developed and
maintained. Ninety in a minute is by no means fast, but, while
permitting good form, it is fast enough to force light motion.
In drill eleven, there are three groups of five letters in a line, and
there are six lines in the drill, making ninety letters. These should be
made in a minute, and that should be the practice speed. As in capital
A, the plan is to make each group to a count of ten, and then move the
paper. For an entire line the count would be 1–2, 3–4, 5–6, 7–8, 9–10,
move the paper, 1–2, 3–4, 5–6, 7–8, 9–10, move the paper, 1–2, 3–4, 5–6,
7–8, 9–10, move the paper. The conversational count may be fitted nicely
to the rhythm of the count of ten. Hereafter, drill eleven should be
practiced with the two-space compact oval, and drill six at the
beginning of each practice period.