much concert work at the board. Keep the lips closed and thus avoid
breathing dust from the crayon. Hold the crayon between the thumb, and
first and second fingers, allowing the end not in contact with the
board to extend toward the center of the palm.
4. Straight strokes and ovals on correct slant will serve as a basis
upon which to build all letters and words. Pupils should step along
with the work as it is executed on the board, and thus keep correct
alignment.
5. Pupils should be taught to do board work carefully, whether it be a
writing exercise or regular work. Develop all difficult new drills at
the board first. Suppose the class numbers forty; allow twenty to pass
to the board for a ten minute period, if twenty minutes is the time
allotted for a writing lesson. The groups at the seats should be taught
to do the counting for or with the teacher, also to be alert for all
errors in posture, slant and form.
6. It is very important that the line should be made strong enough that
it may be seen easily from the rear of the room without eye strain. The
writing should be large enough to be seen easily from any point in the
room.
7. When erasing use a downward stroke. Lift the eraser on the upward
stroke. This allows the dust to drop in the trough; a good signal is,
“Erase,” “Lift,” “Erase,” “Lift,” or “Down,” “Lift,” “Down,” “Lift.”
PAPER
“A workman is known by his tools.” It is as essential that good
material be supplied for the penmanship as that any other department
be well supplied as regards quality and quantity. Not only should good
paper, pencils, pens and ink be used during the formal lessons each
day, but in every lesson wherein writing is used to carry on the other
work. Permit no scribbling, utilize every line, keep paper in neat
folders; thus economize in the right manner, and not by the purchase of
poor equipment, which is an irritation to teacher and pupil alike. The
difference in cost of good and poor material is slight when compared
with the results.
Paper should be of such quality that the pen will not pick up the
fiber and cause blots. The proper ruling for penmanship paper is
three-eighths of an inch (26 points). Size of letters and space between
letters will be more easily developed by the use of the ruling
suggested than by the use of unruled paper. Only in upper grades where
good work obtains should an attempt be made to use unruled paper for
the writing lesson. Size of sheets for lower grades should be not more
than six by eight inches. Upper grades may use a sheet eight by ten and
one-half inches. Writing on thick tablets should not be permitted. Use
loose sheets of paper, always having the top sheet padded by one or two
extra ones beneath to save wearing the penpoint needlessly.
FOLDERS
Each pupil should have a heavy paper folder in which to keep all
writing material. The use of such a folder saves much time in the
passing of material.
PENCILS
If pencils are used in the first or second grade they should be large,
and cylindrical in form (never octagonal), and of medium soft lead. The
writing period should not be taken up with the sharpening of pencils.
Erasers should not be allowed. Lead pencils are not at best conducive
to movement beyond the ovals and strokes. The use of the cheap tablet,
the bane of the teacher’s life, and the poor quality lead pencil do
much to hinder application of the correct writing habit in the lower
grades.
PENS
A coarse, flexible pen (never a fountain or a stub pen) should be used
by all teachers of muscular movement writing. Pens are dipped in oil
before being boxed; for that reason when taking a new pen it is best to
dampen it and remove the oil. Many a blot will be saved by so doing.
Dip in the ink until the hole in the pen is partly or entirely filled
with ink. When touching to the paper, be sure that both nibs come in
contact, and are made to wear evenly. Each pupil should have his own
pencil or pen, for sanitary reasons, as well as because no two persons
wear a pen in exactly the same manner. After the lesson is ended the
pen should be wiped on a penwiper. Removing the ink, which contains
acid, will cause the pen to last longer, and a clean pen will do better
work than one clogged with sediment. Pupils should never drop the
pen to the bottom of the inkwell in order to get ink; this ruins the
penpoint and causes unnecessary noise. A good penpoint should last
from eight to fourteen hours or longer if properly treated. Inkwells
should be filled frequently.
PENHOLDER
A penholder of wood, or one tipped with cork, is preferred. No learner
should be permitted to use a metal tipped penholder. On account of the
pressure that must be exerted in order to keep the metal penholder from
slipping, proper relaxation of the hand cannot take place. Frequently
the metal rusts or is so heavy that the penholder is a burden to the
inexperienced.
BLOTTER
Each child should be provided with a blotter. It is well to let the ink
dry as the pen spreads it on the paper except in case of a blot. Many
pupils have the habit of taking the blotter in the hand and of giving
the page a series of slaps with it, in quick succession; instead of
taking up the ink this merely blurs the page. The correct way is to
place the blotter on the line, give it an even pressure, and lift it,
never moving it while the pressure is being applied.
INK
Use the best fluid ink obtainable. Ink made from crystals or powder is
less satisfactory. It should be dark blue or black and flow freely.
Bottles and inkwells should be kept closed when not in use. If the air
is excluded the ink does not thicken. Occasionally water may be added,
but great care must be taken in reducing ink that it be not made too
thin.
ECONOMY IN THE USE OF MATERIAL
School boards and officials are generally willing to procure good
supplies if economy is practiced in the use of them. For the sake
of uniformity, and that every child may have an equal chance, it is
advisable for the school to furnish all material for writing. Pupils
frequently do not use proper discrimination in their purchases, when
the matter of supplies is left to them.
Lastly, it is a mistake to think that good results can be obtained
with poor material. In building any structure that we hope to last a
lifetime we are careful to supply ourselves with the best of material.
This principle applies in rearing the penmanship structure.
CHAPTER SIX SOME WORKABLE SUGGESTIONS
HOW TO STUDY
Observe the board demonstration. Trace text correctly: Capitals twelve
times, words six times and sentences three times, at correct speed.
Write at correct speed one-half minute, one minute, or two minutes as
required. Compare with models. Test and grade.
How to study capital letters: Height, three-fourths space high; slant,
same as strokes; width, wider or narrower than single ovals; beginning
stroke, how and where; end stroke, how and where; speed of letter
studied; name a variety of counts and select the most pleasing; analogy
to other letters; name as many points as can be observed that are
peculiar to the letter under discussion.
How to study words and sentences: Slant must be the same as strokes;
letters must be of uniform height; space between letters uniform and
equal to an oval of the same relative size as the small letter; end
strokes curve upward; beginning strokes start under end of strokes of
previous word; study especially the most difficult letter.
HOW TO MOVE AND SLANT THE PAPER
Check each line for capitals into thirds, place four or five letters in
a third; move paper to the left about two inches at each check mark,
at the same time say aloud, “Move.” At the end of the line say, “New
line.” This should be the invariable rule during the concert count.
This makes for uniformity of slant; it gives the class a chance to
help, and relieves the teacher. In making four hundred ovals, say
“Move,” at each quarter. Slant the paper so that the line written upon
runs from corner to corner of the desk.
Second grade: Check in middle, and move paper once only. Second and
third grades make two hundred ovals and strokes per line.
BLACKBOARD WORK OF THE PUPILS
(Explained in detail in Chapter Five.) Pupils affected: first and
second grades especially. On Monday all poor writers in any grade work
at the board and perfect the new letters or sentence for the week.
Suggested procedure for any grade:
Place a model (two in lower grades) for each pupil.
Demonstrate briefly the letter.
Class face board, trace with right forefinger, teacher and class
counting.
Trace with chalk, six or more times. Erase.
Make drill to count.
Class criticize and answer questions.
Introduce simple test lines to prove to class that work measures up to
standard.
Personal help.
Upper grade pupils should not spend more than one-half to two-thirds
of the period at the board, then they should go directly to seats and
make the good forms just learned function on paper. In all applied work
at the board, hold pupils equally as responsible for correct forms and
neat legible writing as in seat writing.
Position at the board: Turn the left side slightly toward the board,
allow left hand to hang or to hold the eraser. Write as high as the
eyes. Use signal, “Stand erect,” “Turn,” “Face,” “Down”; the last
signal to be given when the teacher desires to see all the work at the
board.
Good line quality is largely the result of working at correct speed
throughout the drill period, for by so doing even pressure is exerted,
and pleasing quality is the result.
The eraser should be drawn downward from the top line to the groove,
holding it parallel with the groove. This permits the chalk dust to
fall where it should. Lift the eraser and repeat, always drawing from
the top line downward.
NAME CARDS
By the fifth week of school, name cards should be provided for each
pupil. Paste at the ends in front or back of the compendium. (Pasted in
this way they may be easily removed.) Trace names daily at the seats.
First grade children trace names daily at the board until they can be
legibly written.
FIGURES
Figures are to be practiced daily by making from one to two lines of
the date. Figures are one-half space high in the first four grades,
one-third space high in the remaining grades.
ALPHABET
The alphabet should have a place on the board in each room by the end
of the first week of school. It will prove very convenient if the speed
for each letter is placed near in small figures. New and unqualified
teachers may ask the supervisor to place the alphabet on the board the
first term.
ENDURANCE TESTS
Pupils should be taught to compare their work frequently with the
standard penmanship chart, a copy of which should be on the wall of
each room. In this way they are able to rate themselves for quality.
Before the end of the first term pupils should be able to endure a
dictation of words or sentences for one minute, at the proper speed,
with ease and in good posture and with fairly good forms. The seventh
month should find them able to take a two minute endurance test with
greater ease and better forms.
THE “Z” GROUP
The Z group in first and second grades should receive proper
consideration. Above the 2 B it has been demonstrated that the Z
classes, so far as writing is concerned, are not far behind others in
their work. When necessary, cut the content, lower the speed, repeat
more often your instructions, count more, and expect less perfection in
form.
OBJECTIVES IN GOOD WRITING HABITS
_Good posture_: health, appearance, efficiency.
_Speed_: For accuracy and efficiency, both practical needs.
_Spacing_: To relieve the eye, and make easy reading.
_Slant_: To make writing attractive and easy to read.
_Neatness_: To further a civic need.
_Tracing_: To visualize and thereby assist in acquiring correct form.
_Movement drills_: Ovals for curves, strokes for slant, small letters
for traveling movement.
PROGRESS LESSON
_Time_: Friday or the last lesson of the week.
_Conditions_: Class must know how to study. Class must work fairly well
independently. Class must have had all drills demonstrated.
_Method_: Place problems on the board, numbered, not less than two
nor more than four, unless the class is very efficient. Each pupil
starts with No. 1. Teacher passes down aisle, gives a progress check
if work is satisfactory, if not, a criticism. (A rubber stamp marked
“Improving” is very effective.) If checked, pupil takes next drill; if
not he practices the same drill until the teacher comes again. In a
fifteen minute period the teacher can check up the room at least three
times. Those who receive a check every time receive special recognition.
_Object_: To encourage initiative; to impress upon each pupil his rank
in the writing game; to crystallize the week’s work; to give each pupil
an opportunity for individual help.
SEGREGATION
(Explained in detail in Chapter Two.) The teaching of penmanship is
less laborious and more effective when the poor writers are separated
from the good writers. Many pupils need no individual help, but follow
oral instructions easily. They should be allowed to do so, since
independent effort will develop judgment, initiative, industry, and
an appreciation of how to “play the game square.” The segregation of
the poor writers in rows economizes the teacher’s time and energy in
passing about the room, and ultimately allows each pupil to practice
upon the drill he most needs. While the poor writers should never be
considered in disgrace, a legitimate aim should be to get into the good
division on the regular promotion day, preferably Friday.
Segregation is especially desirable for board work, since it economizes
the time and energy of the teacher to a marked degree.
LINE QUALITY
_At the seat_: Make not less than 200 solid two-space ovals or
strokes with one dip of ink. This will make for neatness. Allow no
strike-overs, i. e., patched lines. Correct position of the hand,
correct speed, a limited amount of ink, and a good movement are the
surest remedies for neatness and good line quality. Always use two
sheets of paper in order to obtain the best line quality and save the
pen. Hold pen with hole on top so that both nibs touch the paper, in
order to secure even quality. Hold pen or pencil lightly enough that it
may be slipped out easily from the hand.
SAMPLES
Monthly samples have a place in and above the third grade. Make two
or more samples on the 15th of each month, during the writing period.
Select the best one and place in the manila envelope provided for this
purpose only. Place name of pupil on envelope. Collect at the close of
the period. Place rubber band around them and file in your desk.
_Object_: Teachers may judge the effectiveness of their instruction;
pupils may observe their own improvement; the grade of the pupil is to
be partially based on this work; the supervisor may be able to advise
constructively; the pupil has an opportunity to compete with himself.
_Procedure_: Have paper cut, and sample on board, memorized. Give
warming up exercises of ovals, capital, name, and small _o_ exercise.
Consume five or more minutes in this way. Use your watch, time the
class. Record the speed on the sample. After each sample, relax. Make
two or three, as time permits. Select the best. Discard others. Open
sample envelopes, compare with sample of month before. Give a check of
honor to all who have improved to a marked degree. The first month,
check for better movement, neatness and light line; second month,
size, etc. Always hold for all points before considered. Tell class at
end of checking what in general you see they need, and keep that in
mind during the month. Count the pupils who have two samples and those
who receive checks, ascertain your per cent of improvement and record
it for reference next month. Collect sample envelopes and file in your
desk.
_Caution_: There is no objection to the giving of a day of practice
to the matter contained in the sample during the month if the time
permits; in fact, this would be helpful. However, on the 15th, the
allotted time only should be allowed for writing the sample, which
should proceed in general as above outlined.
_Standard_: Third and fourth grades attain 50% improvement each month.
Fifth and sixth grades should attain 66% improvement each month.
Seventh and eighth grades should attain 75% improvement each month.
PREPARATION FOR REGULAR VISIT OF THE SUPERVISOR
First grade: Two models for every child at board.
Second grade: After the second month a writing lesson saved from the
previous week; after the third month, a spelling lesson.
Third, fourth, fifth, sixth, seventh, eighth and ninth grades: Have on
the desk ready for grading, the following: samples, spelling paper,
language paper.
Give pupils an opportunity to see that all work to be inspected is
ready the day previous to the supervisor’s visit. (For ordinary lessons
one minute is ample time for preparation if folders are kept in good
order.) Placing one lesson of the applied work in the folio each week,
from which the final selection is to be made, will serve to keep the
work uniformly good. This would also provide specimens for those who
might be absent for a particular lesson written expressly for this
purpose.
DESK ARRANGEMENT
Aisle
+---------------------------+ +---------------------------+
| Oct. Spell. Sept. Sample | | Sept. Sample Oct. Spell. |
| | | |
| Oct. Lang. Oct. Sample | | Oct. Sample Oct. Lang. |
+---------------------------+ +---------------------------+
COUNTING
In counting for words repeat the letters at correct speed, sentences
likewise, using great care that the finish is within the time limit. In
pronouncing spelling words to be used during penmanship drill, always
require the class to repeat the words after you before writing. A short
dictated sentence should be managed the same way.
USE OF THE TIMEPIECE
This is as necessary to the good teacher of penmanship as is the
blackboard. By its use is obtained correct speed, alertness on the part
of the teacher, good movement because never too slow, more rhythmical
counting, and more practice accomplished. Use the second hand daily,
until counting becomes automatic and goes forward with the right kind
of speed at all times.
AWARDS
Honor rolls, buttons, certificates, pennants, cups, etc., prove a great
incentive. All competition should be carried on in a friendly manner.
USE OF STANDARD PENMANSHIP TESTS
The research department may very profitably apply the standard tests
throughout the city twice yearly, tabulate the results and publish them
to teachers. From these findings, principals, supervisors, and teachers
will be able to determine what the weaknesses are and find a remedy for
them.
CHAPTER SEVEN SUGGESTIONS FOR THE GRADES, JUNIOR AND SENIOR HIGH SCHOOLS
A GENERAL, NOT A SPECIFIC PLAN
In suggesting this plan no endeavor has been made to be definite,
except in a few essentials. Writing texts and conditions in schools
differ so greatly that this would be impossible. An effort has been
made to build up from the first grade to the last a general plan of
a logical character. Many suggestions made for the second and third
grades could wisely be put into operation, in part, in the higher
grades. It is assumed first that the muscular movement method has been
adopted and that each child has the use of a manual, since that is the
only condition under which an adaptation of these suggestions would be
advisable. This bird’s eye view of the subject is not to be considered
in any respect a “system” of writing, in text book phraseology.
It will be impossible to advantageously adapt the suggested plan unless
a comprehensive knowledge of muscular movement has already been gained
through actual practice on the part of the teacher.
FIRST GRADE
Child nature is spontaneous, active, restless. It prefers objects to
subjects, expression to repression and generality to detail. Writing
is a slow and laborious method of expression compared to speech, and
therefore not well suited to childhood. More oral, and less written
language should be given primary grades. But so long as writing seems
a necessary part of primary education, it should be taught in the most
rational manner. To do this, it is necessary to consider the child, its
capacity to acquire knowledge and skill, and its future welfare, as
concerns health and handwriting.
One very noticeable feature about the activity of childhood is the
exercise of the larger muscles which it invariably involves. The
movements are of the whole body, and not of mere portions of it. The
fundamental muscles and not the delicate and finely coordinated muscles
are employed in all their movements. Such muscles (the accessory) as
are engaged in fine writing, drawing and sewing are developed later.
Especially is this true of the muscles of the eye. Ignorance of these
facts has led to mistakes in training.
The wise teacher will not compel or permit young pupils to follow a
fine copy in writing, but will encourage them to use the blackboard
where abundant opportunity will be given for exercising the larger
muscles. Proper regard for the future usefulness of the eyes of the
child certainly requires that a departure be made from the method now
prevalent of requiring so much written work.
Childhood has been called the language period par excellence, but this
statement has reference to oral and not written forms of speech. Every
teacher knows how easily and rapidly the child gains a vocabulary at
this stage. He learns language by imitation, and the whole epoch of
childhood is, as psychology teaches, and William Wordsworth expresses
it, “one endless imitation.” It therefore behooves the teacher to
neglect, if anything, reading and writing during the early stage of
childhood, and make play and story telling the predominant work in the
years preceding eight.
One of the most difficult as well as one of the most interesting
problems that confronts every first grade teacher is what and how much
of writing we shall do in the first year. Shall we use all our time
teaching form? Shall we teach movement work entirely and let form
alone? Or shall we try a combination of both?
It is unfortunate that many of the courses of study which we must
follow state specifically that when the pupils leave the first grade
they must be able to write all the small letters, capital letters,
words and sentences on paper. Some courses demand that pupils must
do a certain amount of copying. This is very unfortunate, because in
trying to fulfill the requirements of such a course of study any means
available are often resorted to and frequently the methods used are a
great hindrance to the future development of the child, both physically
and mentally.
The following suggestions are offered first grade teachers:
Under proper instruction the pupils will go into the next grade with
the ability to express themselves freely and easily at the blackboard.
It is quite unnecessary and unpedagogical to teach children a habit
that in the course of a few years must be given up entirely; reference
is here made to teaching of finger movement in the first three grades.
_One B grade aim_: To introduce pupils in this grade to all small
letters in short words. To attain an average speed of thirty letters
per minute.
_One A grade aim_: To introduce pupils in this grade to all capital
letter forms in families. To review all small letters in words and
sentences. To attain a speed of thirty-five letters per minute. To
give pupils by the end of the term, a tool for handling spelling and
language in a satisfactory manner at the blackboard.
_Material_: Compendium (optional), crayon, eraser. The blackboard
should be ruled with lines four inches apart beginning at the
bottom and extending six lines in height. Eighteen to twenty
inches is sufficient board space for each child. More practice and
correspondingly better results follow when the entire class is at the
board at one time.
_Length of lesson_: Fifteen minutes daily, five times per week. Place
the period early in the day or just before spelling so that it may
function. Writing is an inter-recitation activity. Practicing the daily
lesson will be found very profitable.