FORMING WORDS AND SENTENCES
One of the best ways to get familiar with spacing and forming letters
into words is to write out a short quotation.
In Fig. 9 one is given for the student to transcribe. A sheet of
smooth-surfaced paper should be fastened to a board with drawing-pins,
placing the pad of blotting-paper underneath. The page should then be
ruled out with the lines 3/16 inch apart, with the exception of the
first lines, which are 3/8 inch apart. Rule the lines as lightly as
possible, with an HB. pencil, so that they are just visible, and can be
removed by the gentlest possible touch of the rubber.
It should be noticed that the width of the paragraph is determined by
the first word, “Imagination.” The way that the individual letters
are carefully packed together, side by side, is an important factor.
It is hardly worth while cutting a special wide pen for writing the
initial I. This can be easily formed by making two strokes closely
together. This practice should not be adhered to as a general rule for
this type of letter, as some letters present a patched appearance when
constructed in this manner. Letters should be composed either of simple
pen-strokes or else built up. Never attempt to worry a letter into
existence. Later on a method of building up letters will be shown.
They are, however, a different type from those shown here.
[Illustration: FIG. 9.]
This exercise should first be written between two ruled lines to each
row of lettering. Then write it out using one line only. Then reduce
the size, cutting a pen with a smaller point, but keeping to the same
proportion in spacing. In copying this do not draw the lettering first
in pencil, but go straight ahead with the pen. Also do not attempt to
copy it in a rigid manner, endeavouring to get exactly the same number
of words on each line as in the copy. Pack each letter closely to
its fellow, and do not attempt to spread out any word to make it fit
better. The distance between each word should be about the width of a
small letter. Do not try to squeeze a word or syllable in at the end
of a line. It is better to let it project slightly over the line; see
(_a_) Fig. 9. If, when the end of the line is reached, there is a space
left not quite large enough for the next word, do not attempt to spread
out the last word, but either add a simple pen ornament as in (_b_)
or the line may be emphasised by pen-strokes or dots, as in the copy.
Still another method is shown in (_c_), where flourishes from the final
letter fill the space. These, however, should be used sparingly, as
they tend to make the matter less readable.
After the student has had a good amount of practice in writing in this
manner he will begin to feel his way and be able to mass and arrange
the letters and words properly. It is only when he becomes master over
the pen, so that he can write quickly and easily, that he is able to
mass the letters into words with facility.
After having written this quotation, a fresh one may be selected and
written out in a similar manner. If this practice is persisted in, the
student will gain valuable experience in the spacing and arrangement of
words.
[Illustration: FIG. 10.]
In Fig. 10 several interesting points are noticed. In the first place
the necessity for packing the letters should be noted in (_a_). If
the two renderings of the same word be carefully examined, it will
be seen that the first one has a somewhat broken appearance. This is
notwithstanding the fact that each letter is exactly the same distance
from the next to it. In the second example there is much more unity,
yet the letters are not really so equally spaced. The way to get
over this difficulty is to place each letter as closely as possible
to its fellow. The first example looks like L ETTER ING because due
consideration has not been given to the fact that however closely L and
E, and R and I, are placed together, there will always be a fair amount
of space, so that these should be packed, if possible, closer together
than the rest. As the E is a curved letter, the L can easily be formed
so that the lower part comes underneath. Also the tail of the R can
project under the I. This device should not be carried to excess as
shown in (_b_). One often sees architectural drawings disfigured by a
lot of this kind of thing. The student is advised carefully to guard
against this, or his writing will become freakish.
In (_c_) two examples are given which show the advantage of massed
writing. In the first example the letters are placed together in a
loose manner, and the two lines are too far apart. The second is much
easier to read because the letters are packed closer together, and also
the lines of lettering are nearer. For general purposes massed writing
is undoubtedly best, but for some things, as, for example, in writing
poetry, the lines may be wider apart. The letters, however, should be
packed together, and it is not a bad plan to make the stems and tails
of the letters just a trifle longer than usual.
A curious optical illusion is shown in (_d_), in connection with
the letter S. The first one is constructed so that each half is
approximately the same size, but it appears to be larger in the top
half. It presents the same illusion if the page is held upside down.
The second one, which is drawn with the top half slightly smaller,
appears right. This applies to several other letters in the alphabet,
but in the letter S it is most noticeable. The letter P is a letter
that requires some attention. If a word begins with this letter, the
form with the stem projecting below the line may be used; but when this
occurs in the middle of a word, it tends to make it less readable. The
example given, at first glance, looks like HEADS.
A modern fad of using V instead of U, and I in place of J, should be
discouraged. In Latin, possibly, there is something to be said for it,
but in modern English it looks foolish and affected, besides being
almost unreadable at times.
The student will find the alphabet of italics useful for rapid
lettering of plans, maps, etc. He should endeavour to preserve the same
slope, not getting some letters falling over and others nearly upright.
There is no need to give detailed instructions as to how to form the
individual letters, as, after having practised the formation of letters
in the preceding chapter, he should experience no difficulty in feeling
his way with regard to the forming of the individual strokes that go to
make up each letter. The same thing applies to the pen-formed figures
that are given here. These are all composed of simple pen-strokes, and
the student should be able to form these quite easily and quickly.
Constant practice with the reed or quill pen will do more than anything
to make him an efficient writer.