a good working tool for business or college. No possible excuse should
be offered in place of a good handwriting by a senior high school
graduate who has had the opportunity to qualify.
_Materials_: Similar to those in the junior high school.
_Required subject_: Penmanship should be required of all who cannot
meet a reasonably high standard agreed upon by principal, supervisor,
and teachers. Commercial students should qualify to a much higher
degree than others.
The administrations of tests, distribution of time to subject matter,
samples, may well be carried on in a manner similar to that suggested
for the upper grades and junior high school.
CHAPTER EIGHT SUPERVISION AND THE PENMANSHIP SUPERVISOR
SUPERVISION IN THE PAST
Supervision had its rise in the early 70’s we are told. At that time
educators began to follow to some extent the example of the world
of industry. Lotus D. Coffman gives us as a humorous definition of
the function of the early supervisor the following: “The business
of a supervisor is to cast a genial influence over the schools, but
otherwise he is not to interfere with the work of the schools.”
Supervision is evolving, and the definition of today may need to be
revised tomorrow. At present a supervisor represents the superintendent
in certain well defined lines. As a principal he may have charge of a
building. He may have charge of two or more subjects in a smaller city.
He may have charge of one subject in a city, county, or state.
FUNCTION OF THE SUPERVISOR
The first function of a supervisor is generally acknowledged to
be improvement in classroom teaching. Let us place second the
responsibility for a suitable course of study (in penmanship the
selection of the text), and third, responsibility for standard methods
whereby results may be measured.
LEADERSHIP A PRIME QUALIFICATION
Broad constructive leadership is the prime requisite for one who would
take upon himself the arduous duties of supervisor, be it of one
subject or of many. Each candidate should subject himself to a rigorous
self-rating process before taking up supervision, and those in service
should continue _to look within_. 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 themselves. 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 leader.
PERSONALITY A NECESSARY QUALIFICATION
Supervisory positions are like others in that two main qualities are
essential, namely, desirable personality and sufficient preparation.
These essentials must be fairly well balanced in the person who is a
candidate for a supervisory office. We are familiar with the type of
supervisor who, though largely lacking scholastic attainments, is so
pleasing as to give a certain desirable kind of service and who is
therefore retained year after year. Compare such a supervisor with the
reverse, the one who has all the professional degrees obtainable but
who lacks the human touch. Neither type is entirely qualified.
Teachers are good judges. Consult almost any teacher-made list for
desirable qualities, and you will find that the points that make up a
desirable personality are given preference to scholarship and other
phases of preparation.
Genuine leaders are always on the alert to improve themselves.
When leaders are kind, constantly courteous, permit initiative,
keep informed on current movements, exhibit tact, show industry,
self-control, are optimistic, reliable, courageous, just, open-minded,
progressive, sincere, tolerant; then, and then only, shall we cease to
hear teachers speak of the worthlessness of supervision. (Perhaps poor
supervision has been a large factor in fostering poor teaching.)
Physical strength to meet the numerous demands is an essential.
Desirable, in fact, necessary requisites are pleasing manners, such
as poise, refinement, good speaking voice, and self possession. 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 contact. Dress should be simple and appropriate, of
excellent quality, and not too striking. It has been the observation
of the writer that supervisors, 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 impressed. It does not take a
great deal of imagination to realize why the “celluloid collar man” and
the “overdressed” or “home made” woman is not a welcome adjunct in the
classroom or at neighborhood gatherings.
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 institution. This
is now legally impossible in many states and wisely so. A general
college course is desirable, and particularly so since supervisors are
apt to have occasion to direct teachers who have had such training.
Supervisors are criticized, often justly, for being narrow and knowing
only one subject. Older supervisors should avail themselves of the many
opportunities for professional growth.
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 supervising. Graduate work on the part of the
general supervisor as the years go by is becoming almost a necessity.
Travel is an essential part of education. 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 university. Exception may be made of
those who are called upon to contribute to some higher institution as
instructors.
Every year worthy new educational books come from the press, and many
worth-while articles are published in educational journals. Supervisors
who have a real message should be willing to contribute to these
journals. By working out such articles the authors clarify their own
ideas and inspire their fellow workers. Careful reading of educational
journals is bound to keep special-subject supervisors aware of the
general trend of education. Technical journals should each month find
their way to the desk of the supervisor of special subjects.
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 school. This gives the proper background for
effective supervision. The best supervisors are always in a process of
preparation and each year adds its quota of experience, rounding off
here, burnishing up there, softening a high light of deficiency and
blending all into a more helpful and desirable whole.
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
position. 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 below.
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
supervision.
The course of study is a feature that any supervisor should be
constantly preparing to deal with, but mainly in connection with
suggestions from the teachers who are dealing first hand with the
children. It is the part of wisdom and justice to capitalize the
strength of the teaching force, always giving due credit therefor.
The supervisor knows how to administer standard tests, and is prepared
to stand by the findings. He is willing to point out the need of
special educational treatment in specific cases. He must be prepared
to place especially talented children in their place and without fear.
Each child should have _his_ opportunity, according to Dr. Virgil
Dickson. This is real democracy.
The penmanship supervisor should at any time be able to demonstrate
his subject with the aid of the class for the benefit of the teacher.
One thing is an essential, however: The supervisor must do this in
an artistic manner, and vastly better than the teacher can do it.
Demonstration lessons are no doubt the most popular help that can be
rendered to teachers. Teachers like to see how some one else meets
the classroom problem, and it is a golden time for the supervisor to
inculcate sound educational principles and good practice.
The supervisor should be prepared to administer details such as routine
matters, to plan visiting days that are really worth while, to select
texts, material, etc.
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 work, worth-while
meetings, and in the planning of educational exhibits. Such exhibits
should be kept by the supervisors in order to show new teachers what
has been attained in former years. Standards can easily be made clear
in this fashion.
RATING
The much discussed problem of rating of teachers, first used in 1896 in
Milwaukee, is the cause of considerable “grief” among many. We are all
rated in one way or another, and after all why be sensitive about it? A
good cure is a self rating card, filled in carefully, prayerfully, and
then laid aside until next self rating day arrives. Self competition
is bound to yield good results. Let us learn to look in the mirror
without flinching.
Whatever system is used the teacher should have a copy of the score
card and thereby learn upon what qualities to place values. The
score card is especially valuable for the reason just given. No
teacher should rise or fall on the strength of one rating, or on the
strength of the rating of one person. Boice, Elliott and Rugg have all
contributed much in the way of score cards. Mr. Cook of South Dakota
explains a most interesting and meritorious system in use in his state.
It remains for Katherine Taylor Cranor to present the first self
scoring card for the supervisor as an aid to efficiency in school work.
It offers to each one upon whom the mantle of supervision has fallen
food for thought. It must provoke any thinking person to a critical
evaluation of himself and his work. The six main topics covered are in
substance as follows:
1. Educational, social, and personal qualifications: These include
liberal education, tact, tolerance, poise, appearance, disposition,
leadership, loyalty, ability to speak in public, patience, 260 points.
2. Course of study: Cooperation in making it, ability to interpret it,
140 points.
3. Relationship to teachers: Wise selection, consideration of health of
teachers, growth, self improvement, initiative, effect on their lives,
community needs, 200 points.
4. Duty toward instruction: Visiting classes, 300 points.
5. Attention to details: Text books, demonstrations, routine, 50 points.
6. Publicity, 50 points.
_Total_, 1,000 points.
THE BEST QUALIFIED SUPERVISOR
Is it too much to say that the best qualified, the best prepared
penmanship supervisor is the one that shares responsibility, is broad
visioned, has both hand and heart culture, is helpful, courageous,
and who still retains the human touch and most rapidly makes himself
unnecessary to the teacher?
BIBLIOGRAPHY
_American Penman_ (Austin Norman Palmer, Editor), a monthly
publication. A. N. Palmer Publishing Co., New York City.
Ayres, Dr. Leonard P., _A Scale for Measuring the Handwriting of
Adults_. Division of Education, Russell Sage Foundation. New York City,
1915.
_Business Educator_, a monthly publication, Columbus, O.
_Course of Study Monographs_, Elementary Schools, No. 5, Penmanship.
Berkeley, California, 1921.
_Course of Study, Syllabus in Penmanship_, as adopted by the Board of
Education, City of New York, Park Avenue and 59th Street, New York,
1921.
_Course of Study, Handwriting_, by Administrative Department, Colorado
Springs Public Schools, Colorado Springs, Colorado, 1921.
Daugherty, Mary L., “History of the Teaching of Handwriting in
America,” _Elementary School Journal_, December, 1917.
Edson, Andrew W., Associate City Superintendent, New York, _Muscular
Movement in Its Practical Application_. A. N. Palmer Publishing Co.,
New York, 1910.
Freeman and Daugherty, _How to Teach Handwriting_. Houghton, Mifflin
Co., Boston, 1923.
Freeman, Frank Nugent, _The Teaching of Handwriting_. Houghton, Mifflin
Co., Boston, 1914.
---- “Present Day Issues in the Teaching of Handwriting,” _Elementary
School Journal_, Sept., 1923.
French, W. L., _Psychology of Handwriting_. Putnam, New York, 1914.
Gray, Clarence Freeman, _A Score Card for the Measurement of
Handwriting_. The University, Austin, Tex., 1915.
Hiles, Leta Severance, and Lorenz, Marian S., _Course of Study_, Long
Beach Public Schools, Long Beach, California, 1923.
Lister, C. C., _Muscular Movement Writing, Advanced Book_. The
Macmillan Company, New York, 1919.
---- _What I Saw in a Writing Class_. A. N. Palmer Publishing Co., New
York, 1912.
---- _Writing Lessons in the Primary Grades and Teachers’ Guide to
Writing Lessons in Primary Grades_. A. N. Palmer Publishing Co., New
York, 1912.
Meleney, Dr. Clarence E., Associate City Superintendent, New York City,
_Observation on the Teaching of Penmanship in the Elementary Schools_.
A. N. Palmer Publishing Co., New York, 1911.
Mills, Edward Clarence, _Business Penmanship_. American Book Co., New
York, 1916.
Palmer, Austin Norman, _Palmer Method_. A. N. Palmer Publishing Co.,
New York, 1921.
---- _Penmanship Pointers_, a bi-monthly magazine. A. N. Palmer
Publishing Co., New York.
---- _Palmer Penmanship Budget._ A. N. Palmer Publishing Co., New York,
1915.
Shouse, J. B., “Obstacles to Good Handwriting,” _Elementary School
Journal_, December, 1923.
Smith, Albert J., _Applied Graphology_. The Gregg Publishing Co., New
York, 1920.
Snesrud, J. M., _Handwriting Efficiency in Junior and Senior High
Schools_. The Gregg Publishing Co., New York, 1921.
_Spencerian Authors._ Ivison, Blakeman, Taylor & Co., New York, 1874.
Starch, Dr. Daniel, _Educational Measurements_. The Macmillan Company,
New York, 1916.
---- _Educational Psychology_. The Macmillan Company, New York, 1919.
Stryker, J. A., “Normal School Penmanship.” Paper read before the
National Association of Penmanship Supervisors, Chicago, 1914.
_The 18th Year Book of the National Society for the Study of
Education_, Part II. Public School Publishing Co., Bloomington, Ill.,
1919.
Thompson, Mary Elizabeth, _Psychology and Pedagogy of Writing_. Warwick
& York, Baltimore, 1911.
Thompson, O. S., _Thompson’s New Penmanship, Teachers’ Manual_.
Privately printed, Monrovia, California, 1915.
Taylor, Dr. Joseph S., District Superintendent, New York City,
_Educational Value of Muscular Movement Writing_. A. N. Palmer
Publishing Co., New York, 1910.
Zaner, C. P., _Zaner Method Manual 144_. Zaner & Bloser Publishing Co.,
Columbus, Ohio, 1915.
---- _Blackboard Writing._ Zaner & Bloser Publishing Co., Columbus,
Ohio, 1911.
INDEX
Accuracy, Penmanship an aid to, 32
Alphabet, 76
Association, Laws of, 41
Athletics, Penmanship as correlated with, 15;
Dr. Gulick’s rules, 32;
relation to penmanship, 33
Awards, 83
Blackboard, Kind and use of, 63;
as a teacher, 64;
gives courage to poor writers, 65;
points to be observed in lessons on, 65, 67
Blackboard procedure for all grades, 73, 75
Blotter, Use of, 70
Boice, quoted, 121
Chamberlain, Quotation, 32
Clews, Henry, Statement of, 9
Coffman, Lotus D., quoted, 113
Colonel Parker, Quotation, 57
Commercial schools, Success of, 45
Commercialization of penmanship, 9
Comprehensive Physical Culture, Rules for good bearing quoted from, 22
Conventions, Obedience to, encouraged, 13
Cook, quoted, 121
Cooperation of all officials and departments necessary, 58, 59
Correlation of penmanship with other subjects, 57
Counting, 83
Count, correct, Movement regulated by, 24
Cranor, Katherine Taylor, quoted, 121
Credit evaluation, 50
Dictation, 83
Elliott, quoted, 121
Eyesight, Conservation of, 47
Figures, 75
Folders, 68
Good writing, worth while, 11
Good writing a time saver, 12
Good writing, Confidence established through, 13
Grade, First, 86;
nature and difficulty of problem, 87, 88;
aim, 88;
material, 89;
length of lesson, 89;
demonstration, 89;
distribution of time, 90;
names, 90;
Z group, 90
Grade, Second, 91;
conditions necessary for laying correct foundation, 91;
results based upon use of correct habit, 92;
board work, 92;
posture, 92;
aim, 93;
material, 93;
length of lesson, 94;
demonstration 94;
Z group, 94;
distribution of time to subject matter, 94;
headings, 94
Grade, Third, 95;
ability of, 95;
Dr. Ayres, quoted, on legibility, 95;
reviews, 96;
aim, 96;
material, 97;
length of lesson, 97;
distribution of time, 97;
heading, 97;
sample, 97, 98
Grade, Fourth, 98;
demand met by, 98;
aim, 98;
materials, 99;
length of lesson, 97;
distribution of time, 99;
heading, 99;
sample, 100
Grade, Fifth, 100;
independent work may be expected of, 100;
aim, 101;
material, 101;
length of lesson, 101;
distribution of time to subject matter, 102;
heading, 102;
sample, 102
Grade, Sixth, 103;
demand pressing in, 103;
object clear to pupils, 103;
aim, 103
Grade, Seventh, 104;
quality equal to that of adults, 104;
interest continued, 104;
home practice of, 104, 105;
musical accompaniment, 105;
captains in, 105, 106;
results, 106;
aim, 106;
length of lesson, 106
Grade, Eighth, 107;
Practice maintained in, 107;
practical aid of pupils in, 107;
individuality develops in, 108;
habits important in, 108;
aim, 108;
length of lesson, 108
Group Plan most effective, 38
Group Plan, Value of, 25;
the working of, 26, 27, 28
Habits, Correct maxims for, 39, 40;
new habit may discommode, 40
Habits, Correct, established by repetition, 41
Habits, good, Objectives in, 77
High School, Junior, 109;
Condition in, 109;
ideals of, 109;
tool subjects in, 109;
aim, 109;
material, 109;
required subjects, 109;
tests, 110;
application, 110
High School, Senior, 111;
many unskilled in, 111;
lack of preparation, 111;
aim, 111;
materials, 111;
required subject, 111;
tests, 112
Initial drafts, 11
Ink, Kind, care of, 71
James, on relaxation, quoted, 16
James, Quotation on interest, 33
Line Quality, 79
McMurray, How to Study, 11
McMurray, quoted, 62
Manual arts, Penmanship as one, 13
Mastery, Pleasure and profit in, 42
Material, Economy of, 71;
good, necessary, 47
Maxwell, Henry, Study of efficiency by, 50
Muscular movement a reformer, 14
Muscular movement, application to general writing, 42
Muscular movement conserves time and energy, 45, 46;
conserves vision, 47;
conserves health generally, 48
Muscular movement defined, 43
Muscular movement, universal method, 44
Muscular movement, Utility of, 12
Name-Cards, 75
Paper, Economy of, 67;
quality and ruling, 68
Paper, How to move and slant, 73
Parents, Influence of, 60
Pencils, Kind, 68;
Use of, by primary pupils only, 69
Penholder, kind, 70
Penholders, position of, 21, 22
Pens, Kind, care of, 69
Plan, A general, 85
Poor writing a handicap, 10
Position, Correct, of hand, 20-21
Posture, correct, Value of, 19;
methods of obtaining, 19-20
Posture, correct, Frequency of drill on, 20
Practice, Results of thoughtless, 33;
frequency means economy, 34;
concrete suggestions for preliminary, 34;
content and length of period, 35, 36;
effective leads to correct writing habit, 37
Progress lesson, 77, 78
Rating, Value of, 120, 121
Relaxation a necessary condition, 16
Relaxation of adults, 16
Relaxation, Six methods of obtaining, 17-18
Review, Value of, 30
Samples, Object of, 80;
procedure and standards, 81
Score card, Value of, 121
Segregation, Value of, 78, 79
Similarity of letter forms, recognition of, 30
Slant, Correct, the result of correct direction of movement, 23
Standards, Two sets of, 9
Study, How to, 72;
capitals, 72;
words and sentences, 72
Supervisor, defined, The best, 122
Supervisor, Function of, 114
Supervisor, Leadership a prime qualification, 114;
preparation and desirable personality necessary, 115, 116, 117;
physical endurance and appearance, 116;
experience an aid to, 118;
continual preparation necessary for, 118;
aid in improving class room instruction, 119;
course of study and the, 119;
value of tests recognized by, 119;
ability to demonstrate necessary for, 119;
attention to routine matters, 120;
service, 120
Supervisor’s visit, Preparation of teacher for, 81, 82
Teacher, Duty of, 52;
qualifications of, 53;
as psychologists, 54;
as demonstrators, 55;
best proof of a good, 55;
personal influence of, 56;
as an inspiration, 56
Technique necessary, 51
Test, A satisfactory, 61, 62
Tests, Application of standard, 76;
endurance, 76
Tests, standard, Use of, 84
Theorist, defined, A, 52
Time, Economy of, 48, 49;
a computation on, 50
Timepiece, Use of, 83
Typewriter, Use of, 9
Visualization, Correct, 28;
principle of multiple impression, 29
Visualization, Rules for effective, 31
Z Group, 77
* * * * *
Transcriber’s Notes:
Illustrations have been moved to paragraph breaks near where they are
mentioned.
Punctuation has been made consistent.
Variations in spelling and hyphenation were retained as they appear in
the original publication, except that obvious typographical errors have
been corrected.