three times each day of presentation. Blackboard models for tracing
should be provided for each pupil daily. Good models are a necessity
because of the inconvenience of using compendiums at the board.
_Distribution of time to subject matter_: At the beginning of each term
devote one-half to one-third of the lesson to movement drill. Tracing
and writing consume the remainder of the period. As skill increases
reduce the amount of time to one minute on movement drill and divide
the remainder equally between words and sentences. The board should be
filled ten times during one lesson. _One A_ children should fill the
board once daily with the figure represented in the current date.
_Names_: Pupils should write their names as early as possible in the
term. After the capital “I” has been mastered use the following form
for name practice: “I am (name).”
_Z Group_: This group proceeds at a slower rate of speed, attaining at
the end of the year scarcely thirty letters per minute. More frequent
demonstration is necessary. Use as many two-letter words as possible.
Select words from the reading as far as practicable. More blackboard
work, tracing and rhythmic drill are necessary than in other classes.
SECOND GRADE
Primary teachers are frequently opposed to muscular movement because
it is wholly impossible to obtain the same uniform work (which is
really only useless drawing) as can be obtained by the finger movement
plan. Not until principals, primary supervisors, and superintendents
are willing to tell their primary teachers that they will not look for
beautiful written exercises in these grades, will the teachers of the
first, second, and third grades look with favor upon muscular movement.
We do not expect the primary teacher to produce the finished
mathematicians, readers, historians, or penmen, but such work as is
accomplished should be based on the right foundation. The primary
teacher should be willing to sacrifice her pride in the appearance
of written exercises to the demands of the future environment of the
grown child. In schools where superintendents and teachers insist upon
pupils writing words or sentences on paper very soon after they enter
school little or no advancement can be made in muscular movement.
However, if movement is not taught at an early age much time will be
wasted when the transition is made, which a few extreme persons say
should not take place until the fifth year in school. In the latter
case the pupils have incorrect habits so firmly fixed that it takes the
remaining years in the elementary school to learn to write a creditable
style.
Board work may be continued advantageously daily in the second
grade for a three or four minute period. The writing for the first
month might very profitably be given over to board training to a
large extent, retaining only five or six minutes daily to teach the
physical-training phase of penmanship. Relaxation, correct posture
of the body, feet, hands, and arms at the seat might be accomplished
during the first month.
The next step will be to study the hand and arm, making the preparatory
movement for ovals, and strokes with the hand half open and gliding
on the nails. The five knuckles must be turned toward the ceiling.
Pupils should make the movement freely to the teacher’s count and also
count for themselves in low tones. The teacher might use a book or a
thin board to serve as a desk, with which to illustrate, in order to
establish the proper relation in the child’s mind concerning the desk
and the points of contact. (See detailed directions under posture,
Chapter Two.) Pencil holding is next taught, using the handle end
first, and pointing it half way between the shoulder and the elbow. It
will take a month or more to develop relaxation, correct posture, and
penholding.
_Aim_: First month. To perfect the board writing. To review all
capitals and small letter forms in words and sentences, and attain
greater fluency and a higher degree of perfection in form. To attain a
speed of forty letters per minute, the standard speed for this grade.
To teach the form of the letters so well, that in the seat work next
month when movement is the great problem, form may not need to be
stressed, but will be a resource.
Second month: To develop relaxation, correct posture, movement, and
speed sufficient to prevent finger movement. To apply these fundamental
principles to ovals, a few easy capitals, a limited number of words and
a few short sentences. To make the correct writing habit carry over
into the spelling by the end of the 2 B grade.
_Comparison_: Save one of the pupil’s first lessons in both regular and
applied work to be compared with later ones.
_Material_: Canary paper, cut into half sheets, compendium, pencil,
folio seven by nine inches. Keep only writing material in these folios.
_Length of lesson_: Fifteen minutes daily, five times per week.
Blackboard practice on the daily lesson is suggested as an
inter-recitation activity. Place the writing period early in the day or
prior to the spelling in order that it may function in the applied work.
_Demonstration_: The same directions that are given under first grade
for ruling boards and demonstration procedure will be found useful.
_Z Group_: This group proceeds at a slower rate of speed than other
groups and attains at the end of the 2 A a speed of thirty or more
letters per minute instead of forty. Demonstrate more frequently. Use
as many two-letter words as possible. Select words from the reading as
far as practicable. More blackboard work, tracing and rhythmic drill
are necessary than in other classes.
_Distribution of time to subject matter_: During the first month give
the greater part of the writing period to movement drills. For the
following months spend one-half to one-third of the period on movement
drills, the remainder being divided between capital letters and words
and sentences.
_Headings_: Use the following heading daily, placing it on the second
blue line. Write on every line except the first below the heading.
Model:
John Brown, 2 A, Sept. 15, 1924.
THIRD GRADE
We will assume that all pupils so far advanced as the third grade
are able to make all the letter forms easily and can write words and
sentences upon the board. They should also be able to make straight
strokes and ovals, write words, sentences, and the most necessary
capitals with the right movement, at the seats. In both cases they
should observe correct posture, slant, speed, uniformity, and spacing
between words. They should recognize the difference between connective
lines, and observe the following rule for spacing between letters and
words: The space between letters should be the width of the distance
between the down strokes in small _u_, the space between words should
be the entire width of small _i_.
Doctor Ayres has proved by comparing many specimens that one of the
greatest drawbacks to legibility rests in the fact that the letters are
crowded together. It would be better to allow extreme spacing rather
than to permit the pupils to huddle the letters together using barely
half as much space between letters as they should. The space around the
letters relieves the eye of the reader, and makes even irregular and
crudely formed words fairly legible. The pupils who have been well
trained in movement can slide easily from one letter to another with
the right-length connective stroke.
Pupils at the beginning of the third year in school will often appear
to have forgotten much that they have been taught in penmanship, as in
other subjects. During the vacation the muscles have become somewhat
tense, therefore relaxing exercises should be given frequently in order
to regain what has been lost. (See directions under physical training
phase, Chapter Two.) It will be well to give at least one week’s
practice at the board, two short lessons daily. Review the letter
forms, ending each lesson with a word. The second week have pupils take
pens a few minutes daily and review ovals and strokes, preliminary to
writing the exercises that will lead directly to word and sentence
building.
_Aim_: To develop relaxation, correct posture, easy movement,
sufficient speed to prevent finger movement, and to apply these
fundamental principles to all writing lessons, spelling and copy work.
The grade is to be based upon whether or not the pupil uses the arm
movement during penmanship, copy work and spelling. Grade “Failure” if
movement is not used as above directed. Attain a speed of fifty letters
per minute in words and sentences.
_Material_: Compendium, white paper half sheets, coarse pen, penholder,
ink, penwiper, blotter, manila envelope for sample, folio, seven by
nine inches, in which penmanship material only is to be kept. Teachers
should write pupils’ names on folios. On Mondays pass enough paper for
the week.
_Length of lesson_: Fifteen minutes daily, five times per week. After
correct habits are established, encourage home practice. Place the
penmanship period early in the day or prior to the spelling in order
that it may function properly.
_Distribution of time to subject matter_: During the first month
give one-half or more of the time to good habit formation by use of
movement drills. For the following months spend one-third of the period
on ovals, little _o_, or the like, one-third on capital letters, and
one-third on words and sentences.
_Heading_: Place the following heading daily on the second blue line.
Write on every line except the first below the heading. Model:
John Brown, 3 B, Sept. 15, 1924.
_Sample_: Memorize the following sample which is to be taken the middle
of each month. Model:
John Brown, 3 B, Sept. 15, 1924.
John Doe School
City, State.
(Skip a line.)
I use a free swing
I use a free swing
I use a free swing
FOURTH GRADE
The demand for more and better written work will become practically
imperative in the fourth year. The child will be able to meet the
demand because he will have nothing to undo, having spent all the time
devoted to penmanship in working on a correct foundation. The efforts
may be crude. However, technique in the beginning is of less importance
than that the proper habits may be established. It will be necessary
for the teacher of this grade to require of the pupils all that has
been required before and to improve upon what has been done.
_Aim_: To develop relaxation, correct posture, easy movement,
sufficient speed to prevent finger movement and to apply these
fundamental principles to all writing lessons, spelling, and copy
work. The grade is to be based upon whether or not the pupil uses arm
movement during the penmanship period, copy work, and spelling. Grade
“Failure” if movement is not used as above directed. Attain a speed of
sixty letters per minute in words and sentences.
_Materials_: Compendium, white paper half sheets, coarse pen,
penholder, ink, penwiper, blotter, manila envelopes for samples, folio
seven by nine inches in which writing material only is to be kept.
Teacher should label folios with name of pupil. On Monday pass enough
paper for the week.
_Length of lesson_: Twenty minutes daily, five times per week. After
correct habits are established encourage home practice. Place the
writing period early in the day or prior to the spelling in order that
it may function properly.
_Distribution of time to subject matter_: During the first month give
one-half or more of the time to good habit formation by use of movement
drills. For the remainder of the year spend one-third of the period on
ovals, little _o_ drill, and the like, one-third on capital letters and
one-third on words and sentences.
_Heading_: Place the following heading daily on the second blue line.
Write on every line except the first below the heading. Model:
John Brown, 4 B, Sept. 15, 1924
_Sample_: Memorize the following sample which is to be made the middle
of each month. Model:
John Brown, 4 B, Sept. 15, 1924
John Doe School
City, State
(Skip a line)
I use a free swing
I use a free swing
I use a free swing
FIFTH GRADE
Since pupils in the fifth grade are better developed mentally and
physically than those in the preceding grade we may reasonably expect
a better quality of penmanship from them. In this grade especially,
pupils should be taught to work independently, that is, correctly
without the guidance of the teacher. They cannot go on forever with a
supporting prop. It is marvelous how much they will develop if led to
become independent. By way of assisting them, give pupils a study plan
and a small portion of the lesson time, perhaps two minutes, during
which time make mental note of the points neglected by the majority
of the class. With this as a basis to work upon make the next lesson
strong on the points in which the pupils, when working independently,
seem the weakest. If pupils have established the correct habits a
half-hour of practice at home or at school should not weary them. Many
will practice longer of their own accord.
_Aim_: To develop relaxation, correct posture, easy movement, and
sufficient speed to prevent finger movement and to apply these
fundamental principles to all penmanship lessons, spelling, copy, and
dictation work. Grade “Failure” unless movement is used as indicated
above. Attain a speed of seventy letters per minute in words and
sentences.
_Material_: Compendium, full size sheets of white paper, ink, blotter,
heavy brown folios, nine by twelve inches, coarse pen, wooden
penholder, pen-wiper, manila envelope for samples. Keep writing
material only in these folios. Teacher should label folios with the
name of the pupil. Monday pass to each pupil enough paper for the week.
_Length of lesson_: Twenty minutes daily, five times per week. Place
the writing period early in the day or prior to the spelling in order
that it may function in applied work.
_Distribution of time to subject matter_: During the first month spend
half or more of the time in developing posture, movement, and movement
drills. After the first month devote to movement drills, ovals, little
letters and the like, one-third to one-fourth of the period; to capital
letters, half the remaining time; to words or sentences the remainder
of the period.
_Heading_: Place on the second blue line. Write on every line except
the first below the heading. Model:
John Brown, 5 B, Sept. 15, 1924
_Sample_: Take sample on the middle of each month. Memorize. Model:
John Brown, 5 B, Sept. 15, 1924
John Doe School
City, State
(Skip a line)
ABCDEFGHIJKLM
NOPQRSTUVWXYZ
(Skip a line)
This is a sample of my best writing
This is a sample of my best writing
This is a sample of my best writing
SIXTH GRADE
As classes pass from grade to grade, with each member accomplishing
what he should according to his grade, by the time they reach the
sixth, the correct writing habit should be firmly fixed. It is well to
have it so, for now, more than ever before does the pupil have need of
this energy and time saving habit. The demands for the application of
the writing habit are daily growing more numerous.
The penmanship lesson should now be devoted largely to further study
of good letter forms, providing pupils automatically use muscular
movement. Pupils of this age will now recognize what the former
training means. They will now be interested because they realize that
they have been gaining something that will be very useful to them.
_Aim_: To develop relaxation, correct posture, easy movement, and
sufficient speed to prevent finger movement and to apply fundamental
principles to all written exercises except arithmetic. Grade “Failure”
unless movement is used as indicated above. Attain a speed of eighty
letters per minute in words and sentences.
The material, length of lesson, distribution of time to subject
matter, heading and samples may profitably be the same as for the fifth
grade.
SEVENTH GRADE
In a school where each teacher has done her share of the work outlined
according to the grade it will be observed that the quality of the
penmanship produced by seventh grade pupils will in many cases equal
that of adults. Adult learners, if they have in previous years used
finger movement will have more to overcome than seventh grade pupils.
It is well at all times to keep the goal in view, and gradually work
toward it. Never permit pupils to drift. During penmanship lessons
frequent comparisons with the models is essential. Friendly competition
has a place. Let parallel grades of the same school or neighboring
schools compare work. Take into consideration in the competition,
first, legibility, then time consumed for the execution of the
exercise, uniformity, slant, spacing, size and connecting and ending
strokes.
Many pupils no doubt do not use discretion in the selection of proper
equipment for home work. They should realize that the right heights
of table and chair mean much for comfort and therefore have direct
relation to physical endurance. The use of the timepiece in order to
keep up the right speed is an important point. Every exercise in the
manual practiced at the right rate of speed will enable seventh grade
pupils to acquire an average speed of fifteen to eighteen words per
minute. Teach each pupil to be systematic in his homework as well as at
school.
In this grade it is interesting at times to allow a pupil who has
a sense of rhythm in penmanship well developed to play the piano,
selecting a march to which the pupils might write certain drills. The
phonograph may be used to good advantage for the purpose of giving
variety to the drill work. Pupils will enjoy writing the drills to the
music. They must appreciate more fully than ever the fact that each
school subject depends to a great extent upon others, penmanship being
no exception. The sense of rhythm which should come from the study of
music will often be the inspiration that will move pupils to the right
speed when everything else fails. When pupils write to the rhythm
produced by their own voices, such as concert counting, relaxation of
the muscles takes place easily.
It has proven very satisfactory to appoint a captain, perhaps the best
penman in the row, to do the counting for the preliminary drills with
which each lesson should begin. This relieves the teacher of useless
voice work and helps to develop initiative on the part of the pupils.
It will be necessary for pupils who do this work to count exactly
right, first with the teacher, and later alone. They should next learn
to count and work at the same time.
Finally, pupils may well observe all the suggestions made in previous
grades. They should, however, be able to produce much more finished
results than in the previous grade.
_Aim_: To develop relaxation, correct posture, easy movement,
sufficient speed to prevent finger movement, and to apply these
fundamental principles to all written exercises. Grade “Failure” unless
movement is applied as indicated above. Attain a speed of ninety
letters in words and sentences.
_Length of lesson_: Twenty minutes daily, three to five times per week.
The material, distribution of time to subject matter, heading and
samples may profitably be the same as for the fifth grade.
EIGHTH GRADE
It now remains for the eighth grade teacher to receive the pupils who
have been for the last seven years building among other useful habits
the penmanship structure. The writing is perhaps one of the first
subjects to be criticized or commented upon when the class is promoted.
The evidence will be plainly for or against it.
It is a common occurrence for a piano pupil after discontinuing
practice to refuse to perform. An athlete out of practice is an awkward
figure when getting back into form. Therefore, as penmanship is applied
physical training it is not surprising that pupils who do not keep up
practice to a reasonable extent soon lose skill. If the daily practice
must be application to other subjects, and not drill work, great care
should be exercised to make conditions favorable for the retention of
the correct penmanship habit.
It should be the privilege and duty of the pupils of this grade so far
as possible to place all problems, etc., on the board for the teacher.
Pupils of this age should be given every opportunity to use their good
penmanship in any and all kinds of clerical work. They like to feel
that they are helpful, and this spirit should be fostered. It is a
saving of the teacher’s time and strength, and impresses pupils with
the practical value of good writing.
As these pupils pass through the junior high school, the senior high
school, commercial colleges or universities and out into the actual
business world, they will take on that individuality in penmanship
which suits best. The appearance of their writing will be considerably
modified owing to the different conditions under which each one
performs his tasks. This is a matter of minor importance.
The important question for each teacher and each pupil to answer in the
affirmative is this: Is the writing habit acquired in the grades the
correct one? The crown of all the efforts should be an energy and time
saving manner of writing that will be entirely readable.
_Aim_: To develop relaxation, correct posture, easy movement,
sufficient speed to prevent finger movement and to apply these
fundamental principles to all written exercises. Grade “Failure” unless
movement is applied as indicated above. Attain a speed of one hundred
letters in words and sentences.
_Length of lesson_: See seventh grade.
The material, distribution of time to subject matter, heading and
samples may profitably be the same as for the three preceding grades.
JUNIOR HIGH SCHOOL
When the seventh, eighth, and ninth grades are set off by themselves
and take the name of Junior High School, conditions are somewhat
different than when they remain a part of the grade system.
The ideals of the schools differ, as they should, in some respects. A
most striking difference is that a greater freedom in the choice of
subjects is made possible in the junior high school.
The tool subjects are wisely still obligatory and penmanship should be
pursued until mastered sufficiently well to be a resource and not a
liability in carrying on other subjects.
_Aim_: To perfect penmanship as a tool for school work and to impress
those who plan to enter upon business careers at the end of the ninth
year with the fact that they should be especially serious in penmanship
preparation.
_Material_: Similar to that suggested for preceding grades.
_Required subject_: Penmanship should be required through the seventh
grade and of all eighth grade pupils who cannot meet a reasonably
high standard previously agreed upon by the principal, supervisor, and
teachers.
_Administration of tests_: These should be given several weeks before
the end of each semester in order to permit pupils who have not reached
the standard set to include penmanship in their programs.
Ninth grade pupils who are specializing in commercial subjects should
have an opportunity for daily drill in penmanship in order to perfect
their work to a higher degree. The materials, distribution of time
to subject matter, form for headings, and samples may profitably be
similar to that suggested for former grades.
The junior high teacher does not have the same opportunity that the
grade teacher enjoys for the observation of results unless it is so
arranged that the penmanship teacher handles spelling also. In such
a case by using tact, firmness and some invention this period of
application may prove almost or quite as valuable to the acquisition of
the correct writing habit as the time devoted to the learning of the
drills.
SENIOR HIGH SCHOOL
Theoretically, students in the senior high school should not find
it necessary to pursue penmanship for acquisition as a tool, but
practically, we find many who are so unskilled in this subject that it
is necessary to make provision for them.
In any senior high school we may have pupils who have not had the
advantages of a good foundation in the grades or in junior high. Again,
there are those who acquire manual dexterity with great difficulty.
Lastly, we have great numbers that are qualifying for commercial lines.
The needs of all must be met. (Discussed more fully in Chapter One.)