to adopt some method by which the time consumed in the preparation of
the written lessons might be shortened. Again muscular movement slant
method came to the rescue, this time to the elementary school pupils.
There is a certain amount of energy available in the nervous system.
Discreet use of this energy is a lesson dearly bought by many. The
automatic writing habit conserves energy and prevents diffusion of
effort. In writing one’s thoughts, the mind should be occupied only
in rendering the thought into correct English. To be truly useful the
art of writing must finally be done with the muscles and not with brain
energy. That we may save any draught on the intellectual power we
should be entirely unconscious of the execution of the forms.
Men are constantly at work in the business world devising schemes
whereby energy and time may be economized. Cannot the schools do their
share in this great scheme for the betterment of humanity? We should
teach pupils an energy-saving manner of expressing themselves upon
paper. How much useless nerve force is applied daily by pupils of all
ages in forcing the pen along with the fingers in such a way that it is
only less painful to the observer than to the performer? Why not try
to assist in ending this useless waste of energy in the school world
by directing a reasonable amount of energy into the correct channel?
How much of our energy is misdirected daily when we should be making
it our ally? We should fund and capitalize all energy, and at last
live at ease upon the interest. The more details we can hand over to
automatism, the more our higher powers of mind will be set free for
greater work.
Children are the nation’s most valuable asset. Vision is the first
faculty in order of importance. How can it be best conserved? A proper
regard for the future usefulness of the eyes of the pupils requires
that a departure be made from the method now prevalent of demanding so
much written work. A keen observer who realizes the true nature of a
child will postpone the requirement of written language and fine print
reading until a time when the more delicate eye muscles are properly
developed and able to stand the strain. Muscular movement writing makes
conservation of vision possible because it demands first, last and
always, correct posture and proper lighting.
Nearsight is frequently brought on by straining the eyes to see
objects, and especially small blackboard writing, at a distance. Light
shining on the board causes a glare, and when pupils are sitting so
that the work on the board is seen at a trying angle the result is
harmful to the eye. All work placed on the board during a penmanship
demonstration, or at any other time, should be executed large enough
and with lines so bold that pupils in the rear of the room may see it
plainly without eye strain.
Correct posture while writing precludes a tendency toward curvature
of the spine, and also saves the eyes unnecessary strain. Numberless
people sit and write more hours than they walk or ride. Who would
presume to question the value of correct posture while walking, in
its relation to good health? We are painfully inconsistent, when the
writing habit is in operation, with regard to many of the laws that
make for good health.
Only as we work toward the saving of energy for ourselves and others
are we keeping step with the progressives who are teaching conservation
from the kitchen to forestry. Surely our aim should be the greatest
accomplishment with the least expenditure of energy.
ECONOMY OF TIME A RESULT OF THE SOLUTION
Second only in importance to conserving the health by economizing
energy through muscular movement is the time saving element. People
who would recoil from ordinary thieving are often guilty of dishonesty
of a kind that is closely akin thereto. We joke over our own poor
handwriting and moan over that of our friends, yet we would be greatly
startled were we actually to compute the number of priceless hours
wasted every day by busy people trying to decipher illegible writing.
Not only time but temper as well is destroyed. Quite as painful, only
less annoying, to the economist of time is the accurately drawn script
that we know consumed fully three times as much time as should have
been required for its execution.
In many schools we find that the method of executing written lessons is
not equal to the need. Then also, we have pupils taking several times
as long as should be required for written spelling or composition.
Muscular movement will reduce several fold the time necessary for all
written work and the benefits will not end there, for better quality in
the content will result. The pupil will be left free to dictate and the
hand will obey quite unconsciously.
We constantly hear the plea, “We cannot teach writing; we have not the
time.” Would it not be well to make some computations at this point?
Compare a class or school that uses a good muscular movement, acquired
through a formal writing lesson of from twenty to thirty minutes daily,
with a class in which penmanship is hit or miss. The latter irregular
habit always results in an irregular slant and finger movement. Judge
then if it would not be well to teach pupils to save time. We carefully
consider how to minimize waste of energy in a machine. Is the human
machine of less importance?
Since penmanship is used largely as a vehicle for expression to convey
the mental product to others, is it not reasonable that we employ the
easiest and speediest method of transportation? It is convenient to be
master of a method that can record thought as fast as the mind shapes
it. The right method will aid thought, not impede it.
Henry Maxwell, as a workman, began to study the length of time he
required to each part of a job. He kept a record and studied it. He
then busied himself seeing where he could cut down all unnecessary
strokes. He found that on a certain six hour job all but two hours
and forty-seven minutes were consumed by bad planning, poor tools,
and needless movements. Maxwell, as a master craftsman, is one of the
all too rare people who are setting things in order. Everything can
be provided more easily as a result of the work of a man like him. He
opens up the possibility of leisure through the saving of labor.
Assuming that not more than five or ten minutes were saved by the pupil
during each written lesson, think of the total saving per day, per
week, per month, not to mention the saving of time to that same man or
woman when his school life is over and school of real life begins.
CHAPTER FOUR PREPARATION OF THE TEACHER
THE TECHNIQUE OF THE SUBJECT
To fit oneself from year to year for the ever increasingly difficult
task of teaching is a serious problem. We are to some extent
compensated in a material way; our chief payment, however, is in
the consciousness that through newly acquired knowledge our methods
are improved, and the reflection is mirrored in the quality of our
work. That methods presuppose a knowledge of the subject matter, is
necessarily as true in the science of muscular movement penmanship as
in other subjects less homely and less practical. The indispensable
accompaniment is inspiring instruction suited to the inculcation
of the proper habit on the part of the class. Too often we forget
that anything that is worth possessing is paid for in strokes of
daily effort. By neglecting the necessary concrete labor, by sparing
ourselves the daily effort, we are standing in the way of obtaining the
desired final results.
All will agree that results speak. Shall we not then be repaid for
our trouble when pupils mirror the reflection of our labor? Having
personally mastered the difficulties of the subject, the teacher and
supervisors are aware of the pitfalls which await the pupils. Only then
do we cease to be theorists and become capable of demonstrating the
truth of our methods. Uniformly good results may be obtained in almost
any class if proper instructions are followed. If we are not obtaining
good results in the product our methods are at fault. Could a teacher
without knowledge of reading or of numbers devise suitable methods for
presenting reading or numbers? Surely, the teacher cannot teach that
which he does not know, be the subject penmanship or astronomy. Neither
is the ambitious teacher content with a partial knowledge of any
subject. Unless intensive knowledge of a subject obtains, no teacher
will be able to follow successfully second hand methods.
It is significant that the Normal Schools require their graduates to
qualify in the useful art of practical penmanship. Many teachers have
found that the correspondence method is well suited to and fulfills
their needs for a complete penmanship training. Universities now offer
summer courses in penmanship. Supervisors frequently give weekly drill
classes for unqualified teachers upon which attendance is obligatory or
optional. It is the regret of many of our best teachers who have been
in the service for some years that they did not have opportunity or
were not required to qualify in penmanship earlier in their educational
career. Unless an inexperienced teacher knows how to teach intuitively,
ludicrous blunders will be made. If knowledge be lacking regarding any
branch, the quality of the young teacher’s work will be still less
desirable. The everlasting _how_ will confront the teacher every day,
and each time it will be necessary to find an answer.
It is unfortunate for our schools that so many teachers feel that they
can succeed in teaching penmanship without themselves knowing how to
write. To know only the first few principles will not be sufficient,
though they are not to be underestimated. To complete the structure
we must build upon the firm foundation of first principles a crude
but proper framework. When this is firmly reinforced, we put on the
finishing touches. Many do not get further than the foundation; others
stop at the next important stage, the crude product; while others who
are persevering work to the end and have the satisfaction of enjoying
the beautiful structure complete.
THE ABILITY TO SECURE RESULTS
There are few successful teachers who are not good psychologists and
who therefore do not know the process by which growth is secured.
Knowledge is the cornerstone of the foundation. However it is not
enough that we know the subject which we are to teach; we must have the
ability to impart knowledge that the self-activity of the pupils may
induce growth.
All teachers are not endowed alike with this wonderful gift. It is
also a truism that to realize one’s shortcomings in this direction is
the first step. If the pupils are not interested, and response cannot
be obtained, let us look for the direct cause in the teacher and for
the indirect cause in the supervisor. The far seeing teacher will aim
to surround the penmanship lesson with the proper atmosphere at the
outset. As pupils are more interested in seeing what is done than by
abstract explanation, a few skillful and telling strokes at the desk
or on the blackboard will serve as a much greater inspiration than for
the pupils to come into the room and sit before a model that has been
executed while they were out of sight.
Skillful questioning and holding the entire class for answers is
of great advantage when visualizing letter forms, and again when
criticising and comparing results. The laws of cause and effect operate
in penmanship as surely as they operate elsewhere. What is the cause
of incorrect slant, a heavy stroke or a careless form? Pupils who know
how to think may be put on the right road by being taught to criticize
their own work.
It is one thing to impart the knowledge one may possess of correct
execution; the obtaining of results is quite another. Many a teacher
has been greatly discouraged when a view of the results was obtained
because close observation revealed that pupils had not comprehended the
idea which the teacher intended to convey. Let us adopt new methods or
modify old ones until desirable results are obtained. The pupils are
placed under our care that they may have an opportunity to gain some of
the knowledge and skill of which we, as teachers, are supposed to be in
possession.
The best proof that the imparting has been clear, logical, and
effective is in the quality of the results so easily observed in the
penmanship class. Every lesson is a new record of what has already been
grasped by the pupils or a presentation of something new, or better
still, a combination of both. Enthusiasm is one of the most essential
points to be gained by the class. It must actually be experienced
before it can be imparted to the pupil. If it is not felt by the
teacher the next duty is to induce it by look and act.
The unconscious influence of the teacher cannot be measured. With
pupils, teachers are more than ideals; they are realities. The
personal influence is more lasting than the particular system that
is taught. A competent teacher must be the master of the situation.
Little inspiration can be created by the timid teacher. Originality,
individuality, attractive personality, courage, confidence, ease of
manner, firmness, tact, initiative--these are desirable assets for the
penmanship leader. Such a leader has a ready following.
A penmanship teacher must balance enthusiasm with tact, system, and
resourcefulness, and be ever on the alert to discover the individual
needs. Tact plays a very important part in penmanship instruction for
by the exercise of it we are led to say and do the right thing at the
right time.
True, we get no more out of this subject than we put into it. Let
us be more pedagogical in imparting this subject. Let us outline a
penmanship lesson as carefully as we would other lessons. The result
will justify the labor.
THE PENMANSHIP PERSPECTIVE
Penmanship is entirely too isolated, and the value of cooperation and
correlation are not sufficiently recognized. Young America demonstrated
this perfectly when at the beginning of a written spelling test he
asked if he should write it with muscular movement or with his “real
writin’.” To him the drill that was supposed to make for the correct
writing habit had not taken hold. He failed to associate the practice
method with practical work. Again, great tact must be exercised in the
attempt to correlate the penmanship with other subjects, lest in an
unguarded moment a teacher may tire the pupils and thus defeat the much
sought-for end.
Colonel Parker says: “The present trend of study, investigation, and
discovery in the science of education is toward the correlation and
unification of educative subjects and their concentration upon human
development. All subjects, means and modes of study are concentrated
under this doctrine upon the economization of educative effort.”
Persistence on the part of the teacher is absolutely essential, for
pupils will forget and must be constantly reminded. If on all occasions
the teacher of English or other subjects will bring a due amount of
pressure to bear upon the class during all written recitations and take
the proper share of responsibility, good results will be rapidly noted.
On the other hand, we should have scant respect for the penmanship
teacher who habitually uses poor English and who is not pedagogical in
the presentation of the subject.
Since it is common to evaluate subjects in terms of credits, would not
a system of daily credits in writing tend to dignify the subject? Would
not this react upon the pupil in a desirable way? As the matter now
stands in many schools no credit is given to encourage; only complaints
are heard when the work is not up to standard.
We do know that all pupils who enter the commercial department of our
public schools soon take it for granted that penmanship is a part of
their stock in trade. The laws of necessity are plainly followed. These
pupils have credits for penmanship.
In the requirements for good penmanship, consistency should be
shown from the lowest to the highest. The closest cooperation from
the superintendent down to the first grade teacher is urged. Set a
standard, and bring the pupils up to it, as is done in other subjects.
One grade teacher may teach well, another poorly or indifferently, and
thus the pupils are passed along. The school system where this prevails
may be compared to a chain with now and then a weak link. Unless there
is unity and cooperation among teachers the subject suffers greatly.
The right kind of supervision is helpful, but it cannot accomplish all
things. Not infrequently we hear the remark, “I am not the penmanship
teacher; Miss So-and-so teaches all the penmanship.” Our “second
speech” is too important a matter to be left to one person unaided.
Upon whose shoulders shall be placed the responsibility? If a school
does remarkably excellent or noticeably poor work in any subject, whose
is the reward or the blame?
The proper attitude of the Superintendent and the principal will go
far to popularize any subject, penmanship no less than any other. This
attitude will be reflected unconsciously upon the teacher, and the
pupils will be quick to take the cue.
How often is the muscular movement writing supervisor told by the
boys in particular, “My father writes that way.” The right attitude
is established immediately because the boy sees the relation of the
school to a practical need. In fact, parental influence is a factor to
be reckoned with in penmanship and the thoughtful teacher will do well
to inquire into the attitude of the parents toward this useful art.
Many times it means leverage for the teacher. In case the pupil is old
enough to realize a motive for improving, the influence of the teacher
alone may be sufficient. On the other hand, the boy frequently decides
to follow the occupation or trade of his father, without regard to
capacity or aptitude. Vocational guidance is essential.
In the consideration of this subject, by parents, superintendents,
principals, and teachers, let us not forget that we are living in a
rapidly changing age, that we should ever be on the alert to study the
present day needs, and that an open mind is essential to progress.
CHAPTER FIVE SUITABLE EQUIPMENT AND MATERIALS
TEXT
When the conclusion has been reached that some muscular movement system
should be followed in order to inculcate the best writing habit, it
still remains to select the text. Great care should be taken in this.
A satisfactory text should abound in instructions to be read until
fully understood, and illustrated with a sufficient number of models to
answer all purposes of visualization. The text should be of convenient
size; the drills and cuts should be arranged in a logical manner. The
instructions should be in such simple language that all pupils can
comprehend them. A manual with model forms only for the lower grades
would prove very helpful, the teacher supplying the instruction. First
grade pupils should write on the blackboard, but only from correct
models placed there by the teacher in the presence of the pupils. Many
primary grade educators favor no writing in the first grade except
such as is taught from the board.
She would be far more than an ordinary teacher who could give a class
of pupils (without the help of a text) the pictures in her own mind in
a sufficiently clear and vivid manner to result in correctly executed
work on the part of the pupil. Surely all reasonable aids should be
given pupils in their efforts to learn penmanship. A good text is as
much needed in this as in any other subject. We should laugh at the
idea of teaching arithmetic or English without the aid of the text; yet
many good school people seem to think writing can be absorbed in some
mysterious manner from more or less indefinite word pictures and a few
blackboard copies done in a more or less skillful manner.
Again we hear of schools that arrogate unto themselves the right
to change the author’s plan, or to accept it in part, frequently
omitting the most important and vital points. There is no unity and no
consistency in this manner of doing things. McMurray’s question and
answer along this line is pertinent when he says, “What should be the
attitude of the young student toward the authorities that he studies?”
The answer is, “Certainly, authors are, as a rule, more mature and far
better informed upon the subjects that they discuss than he, otherwise
he would not be pursuing them.”
BLACKBOARD AND THE USE OF IT
Much may be said for and against the use of the blackboard. At best,
it cannot supplant the use of the text. To begin with, the blackboard
models are liable to be executed hurriedly and therefore poorly; and
again these models, however correct, are not seen by all at the same
angle. A slate or glass board is to be preferred. This should be placed
low enough for all pupils to reach easily. All wall space, including
that between the windows, should be utilized for blackboard. When
pupils are copying writing from the board the window shades should be
adjusted in such a manner that the pupils’ eyes do not suffer from the
glare.
Good blackboard writing on the part of the teacher points its own
moral. The teacher has less teaching to do. Pupils imitate almost
every school room procedure from the teacher’s dress and mannerisms
to her writing. Fortunately it is much easier to write well upon the
blackboard than upon paper and no possible excuse can be offered that
will cover poor board writing on the part of either teacher or pupil.
Good work on the board serves as an attraction to the subject since the
pupils are always interested in seeing the creation of a skillful hand.
It is also indispensable in studying the construction of letters and
the teacher who can execute freely and rapidly at the board possesses
a most valuable asset. When proper visualization has taken place,
that is, when the mental photograph has been acquired by exposing the
lens of the eye sufficiently long, it is well to erase the model or
constructive lines and refer to the models in the text, since these are
what the pupil will aim to approach. All work placed upon the board
should be in exact harmony with the system in use at the writing hour,
since example is more than precept and pupils gain unconsciously by
seeing the correct forms before them.
[Illustration: BLACKBOARD POSITION]
Just as we have pictures that exert a correct moral influence hung
in the rooms and halls, and mottoes containing beautiful sentiments
ever before us, so should we place the correct written forms before
the pupil. Again, note the effect of regular written work done in an
incorrect manner! Pupils will be very apt to draw the conclusion that
the models used during the writing lesson and real work are two
different matters. Frequently the grade teacher will apologize to the
supervisor for the appearance of the copy. This does not raise her in
the estimation of her class, but rather calls their attention to her
short-comings. By spending a few minutes daily for a month any teacher
may develop such excellent blackboard work that no apologies should be
necessary.
Pupils who are discouraged in penmanship will find that good results
may be obtained very easily at the board. They must be taught at the
outset, however, that the movement at the board and that required
at the seat is quite different. Form, rhythm, and slant should be
developed first at the board, as these three points _are_ in common. By
listening to the teacher’s criticism of blackboard results, pupils will
easily become more critical of their own work.
Points to be observed in a blackboard lesson:
1. The teacher should be able to make for each pupil a correct copy in
the presence of the class.
2. Pupils should stand with the left side turned slightly toward the
board to insure slant writing, and prepare to write as high as the
eyes. Make movement for the exercises in the air yet almost touching
the copy first, in order to gain correct size and spacing.