E5i4,4.^;:.::.

'"

THE TEACHING
OF

PENMANSHIP
A MANUAL FOR TEACHERS

HARRY HOUSTOiX
NE^' HA\TEIV, CONN.

THE TEACHING
OF

PENMANSHIP
HARRY HOUSTON
SUPERVISOR OF PENMANSHIP

NEW

HAVEN, CONN.

AUTHOR AND PUBUSHER OF

HOUSTON'S WRITING LESSONS

A GUIDE FOR RATING AND CORRECTING HANDWRITING

THE TEACHING OF PENMANSHIP
A MANUAL FOR TEACHERS

COPYRIGHTED

1913

By

HARRY HOUSTON

LBi53G

Mr

DEC 31 1913

cuassoGa

INDEX
Foreword

Position

Peiiholding

Push the Paper Forward

Starting

Arm Movement

Arm Movement

in

the Primary Grades

Instructional Counting

9
9

More Advanced Movement

10

Three Kinds of Work

Checking the Movement

13

Accelerating the

Test for

11

Movement

14

Arm Movement

14

Reducing the Size of the Exercises

Time Allotment for the Different Kinds of Work
Immediate Improvement in Ail Written Exercise?
Arrangement of Writing on a Page

15
15

16
17

Size

17

Neatness

17

Space Between Letters

18

Beginnings and Endings of Letters

Proportion of Letters

19

General and Technical Instruction

20

Business College Plans

in the

Grades

19

20

The Writing Lesson

21

Possible ancj Impossible Re(|uirements

25

Incentives

26

Measuring Scales

27

Rapidity

27

Left

Handed Handwriting

Country Schools
When and How to Introduce Ink
Teaching Begiimers
Supervising of All Written Work
Diagnosing Poor Writing
Teaching Form
Detailed and Cieneral Instruction
Grouping of Capitals

28
29
30
31

33

34

36
36
37

Figures

37

Blackboard Writing
Standards for the Different Grades
How to Use the lI(>.uston's Writing Lessons

38

Pemnanship Pointers

42

Correct Diagnosis of Poor Writing. ..,,,.

43

38
41

Foreword
The purpose
in writing

of this

with a

Manual

is

minimum amount
The aim has been

results

An

of time and effort.

deavor has been made to apply pedagogical principles

of this subject.

good

to help teachers get

to

make

the plans

children

fit

of various stages of mental and physical ability rather than to

one plan for

The methods presented

all.

any preconceived notions of teaching

result of years of

conditions are

work

different

from those

in

make

are not the result of

They

this subject.

in city, country,

en-

to the teaching

are the

and Normal schools, where

where writing

schools

is

treated as a special subject.

The

of teachers to do the

ability

work required

received considerable attention, but the

of pupils has

main part of

the

Manual

has been devoted to the art of teaching and supervising this subject.
If there

is

any merit

pedagogy

ing

rather

in the

methods presented,

than

fancy

penmanship

it

is

schools must

work

to the

my

thorough

in the public

admirable cooperation of the

and competent teachers and superintendents with

been

to study-

to

acquaintance with the conditions under which teachers

est

due

many

whom

earnit

has

privilege to work.

HARRY HOUSTON,
New

Haven, Conn.

Supervisor of Penmanship.

POSITION

Assume a straight front position, with feet flat on the floor.

At the signal "One", place elbows on desk, forearms in a vertical
position.
"Two", draw elbows ofif the desk, letting them down

about two inches, keeping forearms vertical.

"Three", lower the

forearms and place hands upon desk near together.

"Four", adjust

paper to arm, making the sides of the paper parallel with the fore"Five", open ink-wells.

arm.

PENHOLDING

Raise the right forearm to a vertical position.

shown

as

first

joint of the forefinger.

times.

The

in

third

cut.

Let the fingers

Place the end of the thumb against the

fall

and fourth

Lower

the

hand

fingers, folded

to the

desk several

under the hand a

little,

should support the hand and wrist and keep them free from the desk.
Insert the pencil between the
finger.

The

thumb and

the

first

and second

point of the pen or pencil should protrude one inch

beyond the end of the forefinger.

The penholder should

cross the

hand near the knuckle

joint

and point over the shoulder or upper

arm.

Repeat the foregoing drills at the beginning of every writing

and during the writing lesson whenever the muscles become

lesson,

After

tense or the penholding and position are poor.

drill

has been given

may

be omitted.

in this

sufficient

manner, some of the detailed directions

Impress upon the pupils the importance of relaxing the muscles

and holding the pen without gripping

it.

PUSH THE PAPER FORWARD

In order to maintain a good position and to use the
;ment, the paper

page.

move

Keep

must be pushed forward

the right

arm

arm move-

as the writing

in correct position.

With

fills

the left

the

hand

the paper forward until the middle, the bottom, or any other

part of the paper desired

paper with the

left

is

directly

under the pen.

hand, always placing

opposite the right hand.

Drill

upon

it

at the

Hold the

edge of the paper

this until pupils

can readily

adjust the paper to any desired position.

To make

this habitual in all written exercises,

have pupils omit

temporarily two lines between words in writing spelling lessons,

pushing the paper forward after each word is written.
Repeat this
process so as to use

The good

all

of the paper.

position secured at the beginning of the writing lesson

The arms
will disappear if the arms are not kei)t in position.
cannot be kept in correct position if the paper is not jjushed forward.
The upper arms serve as props holding the body in position.
If either (or both) of these props is removed, the body will
Copy books cannot be pushed forward
^end forward or sidewise.

8
over the next

This makes the small Writing Lessons used

seat.

with loose sheets of paper superior for securing good position and

movement.

STARTING ARM MOVEMENT

Correct position and penholding, large movements, and quick

motions are the most important points

These are given

writing.

arm movement
importance.
The writ-

in starting

in the order of

ing machine must be set up properly according to the directions

hand and wrist are free from the desk and the
is made the point from which
the writing machine is moved, arm movement is made easy.
Large movements compel the use of the arm.
The fingers are
not long enough to reach.
This is why the long swinging movements are given first in Writing Lessons i, 2 and 3.
Enlarging
any movement exercise helps to eliminate finger movement. Large
movements, however, should be used only as a means of getting
started, and should be abandoned for the smaller movemen.ts as
given.

If

the

fleshy part of the arm, near the elbow,

soon as possible.

is

Quick motions do much to promote arm movement.

If nothing
said about movement, and any movements are made with the

utmost rapidity,
is

being used.

it

will be

immediately evident that arm movement

In starting, a sufficiently quick and vigorous move-

ment should be used

This excessive

to secure the desired results.

speed, however, should be used only as a

means and should be

reduced as soon as possible to a speed consistent with good form.
Some depend too much on quick motions and develop a habit of
scribbling.

The

rates of speed for general practice are given in the

Writing
These are approximately

Lessons for a number of the copies.

correct,

but they

may

be increased temporarily to secure better

movement or diminished slightly to secure better form.

With the hand in position as indicated on page 6 (without pen or
pencil),

swing the hand

one^ two;

one, tzvo;

to right

and

swing, szving ;

give directions needed, such as

left

across the page.

Count

or maintain the rhvthm and

"Feet on the floor"

"Slide on the

fingers", etc.

Next, repeat the above with pencil or pen, but without marking
on the paper.
Then pencils may be inverted for this drill. Finally,
write on the paper, making the first exercise in Writing Lessons
I, 2 and 3.
If a long swing is not made at first, pupils are likely

forearm remain stationary, using a hand and wrist move-

to let the

One

ment.
easily

is

of the most important points in learning to write

the carrying of the hand, wrist and lower part of the fore-

arm simultaneously

across the page.

Poor writers

let

main
making

the

part of the hand, wrist and forearm remain stationary while

a few letters, then hitch the hand along.

Gradually reduce the length of the swing by inserting

far apart at

first until

the short swing

from one

letter

forms

another

letter to

can be made with the same movement as the long exercise.

ARM MOVEMENT
The work

IN

THE PRIMARY GRADES

arm movement for these grades consists mainly in

arm to move freely and easily across the
There will be more or less finger action in forming the
in

training the hand and

page.

letters, particularly the

loop and capita! letters, but these

drills,

if

persisted in at the beginning of every writing lesson, will train the

move

writing machinery to

easily

from

left

to

right across

the

page, will give the writing an open, instead of a cramped appearance,

and

will

do much

to

promote ease and rapidity

in writing.

INSTRUCTIONAL COUNTING
In drilling upon the

movement

exercises, something

be accomplished than the mere making of the exercises.

instruction

quired.

is

given,

more should
If

proper

correct penholding and position can be ac-

This instruction should take the place of simply counting

Below is indicated the kind of instruction that may

one, tzvo, etc.

be given

Touch
Feet

10

Merely counting one, Hvo, three,

penholding.
The necessary
and
etc., will not perfect
rhythm
as the direcinstruction may be given by maintaining the
tions are given.
Faults in position and penholding that are noticed

maintain a free, easy motion.

position

may

be corrected as indicated above.

When

these simple exercises are used as a

means

of bringing

about good position and penholding, as well as good movement,

it

They
proper man-

apparent that they cannot be passed over hurriedly.

will be

should be used at the opening of the lessons until the

ner of handling the pen becomes habitual.

These

lateral

movement

exercises, together with the proper in-

struction in position and pencil holding, constitute the

in

arm movement for the first three grades.

The amount and rapidity of arm movement should

grade to grade.

It is

difficult exercises as the

The proper foundation should be

in correct position,

increase

from

not expected that young children will write

with the same rapidity or attempt as

pupils.

main work

laid in the

older

lower grades

penholding and the lateral movement.

MORE ADVANCED ARM MOVEMENT

At the age of about ten or eleven years, pupils should increase
amount of arm movement used, by making more use of it in
making the letters.
Exercises "b", "c" and "d" in Writing Lessons
No. 3 will promote this movement also exercises in Writing Lesthe

sons No.

4.

Assume
and

the position for writing, but do not use a pen.

pull the

cise "b",

Push

arm, making the movements necessary to make exer-

page

I,

Writing Lessons No.

3.

should act as a sliding support for the hand.

should not touch the paper.

Keep

the large

The last two fingers

The wrist and hand
part of the arm that

comes in contact with the edge of the desk from sliding forward
and back.
This means that the skin stretches on the arm, allowing
it to roll forward and back or round and round for exercise "c".
If the sleeve is not tight, the wrist will move in and out of it.
The
muscles of the upper arm and shoulder are used to move the hand.
Count for the down strokes in this exercise at the rate of about 180

down

strokes to the minute.

Use penholders reversed

in the same manner, keeping time to the

and giving needed directions, such as
"Keep the wrist up"
"Arms on the desk"; "Curve the fingers under", etc., etc.
Next
reverse the penholders and write.
In learning, it is a good plan to

TOiotion

11

make

these preliminar)- motions before

the pen touch the paper while

is

it

marking on the paper. Have

motion.
Count one, tzvo,

in

three, etc., or round, round, round, ready, zvrite.

Then continue

the counting

and other directions necessary, such as: "Touch the

paper lightly" "Don't bend the fingers", etc.
;

This preliminary
erly before writing,

drill
is

of getting the machinery to working prop-

iVighly important.

ness and enthusiasm should be put into

great deal of earnest-

should not be a carewith pupils looking around the room.

By giving the
proper directions and keeping time to the movement, this can be
prevented.
A great many mistakes that otherwise would appear
it.

It

less exercise

on the paper can be prevented by

give the proper attention to

this

preliminary work,

if

pupils

it.

THREE KINDS OF WORK

There are three kinds of work

to

be practiced in the writing

lessons.

'"Mme^

jL/^/^'i^l^l^

12
Exercises with which it is easy to give instruction that will
I.
These
promote penholding and position as well as arm movement.
They can be readily recogexercises are large and traced over.
The purpose as given
nized in the different Writing Lessons.
above should be kept in mind when drilling upon these exercises.
A great deal of vigor and life should be put into the work. The
Simply making the
object mentioned should be brought to pass.
exercises will not accomplish this.
It is the instruction that accompanies the practice that
in a rhythmical

the pen"

manner

is

of the greatest value.

Giving directions

as pupils are writing, such as

"Quick, quick, quick",

etc., is

"Don't pinch

absolutely necessary.

These

exercises are better adapted to giving this kind of instruction than

those that follow, or than words and sentences.

13

The main object of this group of

movement acquired and apply it to actual
II.

are small, are not traced over, and at

Form

to control the

exercises

is

writing.

The

can be emphasized without losing the movement, as there

are but few letters in the

first

Controlling the complicated

nary writing

Writing

exceedingly

is

Lessons

shows

exercises and these are far apart.

movement

that

this

spacing of ordi-

in the close

The

difticult.

plan outlined in the

complicated

close

brought about gradually by inserting more and more

given

letter-forms

are placed far apart.

tirst

spacing
letters

in

is

s])ace.

Notice that these exercises are made of

letters

that are joined

If letters that are joined at the base line are

at the top.

used and

placed far apart, the letters become distorted and incorrect habits are
is to control the moveand instruction should be given
Right here is where a great many
so as to bring this about.
teachers fail.
They give this second group of exercises the same
The hands go galloping along through the word like
as the first.
a runaway horse.
The opposite extreme from this is where another group of

As

formed.

ment rdready

the object of these exercises

started, the counting

movement in the large exercises

when anything approaching actual
The letters are frequently drawn
writing of words is attempted.
out as slowly and awkwardly as if arm movement had never been
teachers

but

it

heard

They

fail.

practically

all

secure good

disappears

of.

if it is wrong to rush through a word with excellent movement and poor form, or to go through it slowly making good forms
One thing is the gradbut no arm movement, what is to be done?

Xow,

ual introduction of the letter forms far apart, as described in the

This

preceding paragraphs.

is

an important point

in

carrying for-

ward both form and movement.

CHECKING THE MOVEMENT

Another point

is in

the application of the

movement used

in

exercises as the so-called "oval exercise" to actual writing.

movement

in

this

exercise

and without any turns

letters.

tion to

is

circular

in

such

The

form, devoid of angles,

making
same rela-

in different directions, as is true in

The movement in this exercise bears about the

movement in writing words as running in a large circle

to running in a zig-zag direction.

If the

bears

runner does not check

the motion at the angles, disastrous results will follow.

The same

14
is

Use

true in writing.

movement, but check the motion

come together.
The cross in the

a quick

where the

at the angles, or

lines

following word indicates such points.

The motion should

not be stopped, but

Do

angles as indicated.

checking

may

be checked at any such

not check the motion just for the sake of

The

but to prevent uncontrolled, scrawly writing.

it,

aim, of course, should be to diminish this checking of the motion.

This can be done by practice as pupils become more proficient

in

This idea can be given to pupils by showing

the blackboard what has been described.
It never should

controlling the pen.

them

at

be carried so far as to bring about a jerky movement.

ACCELERATING THE MOVEMENT

The

reverse

of

the

foregoing

is

a good point to

Accelerate the motion where the track

is

longer strokes from one letter to another.

clear

emphasize.

and open as

in the

This idea of quickening

the motion in easy, and checking it in difficult places can be started

and indicated to pupils in the following exercise by giving directions
as indicated below

-v
quick

careful

quick

careful

quick

hurry

steady

hurry

steady

hurry

The word "quick"

used on the long slide and the word "careful"

Check the motion at the top of "o" and hurry
on the long slides.
In running around a schoolroom, one would
run faster on the long straight stretches and slow up at the difiicult

on the

is

letter "o".

This can be applied

corners.

TEST FOR

to writing.

ARM MOVEMENT

Care should be taken that the fingers that touch the paper do not
remain

good

in a fixed position

test for

while a few letters are being made.

arm movement

is

tion against the left side of the wrist just

In writing the

away from

word

to place a pencil in a vertical posi-

back of the wrist

joint.

"nine", for example, the wrist should

move

the pencil at the

first

stroke of the pen, and keep

moving

15
to the right continuously.

If the wrist

remains against the pencil

while a few letters are written, nothing but hand and Iniger motion
are being used.

This does not promote rapid, continuous writing.

REDUCING THE

SIZE

Applying the movement work

OF THE EXERCISES

to actual writing

is

brought about

by practicing letters far apart, then gradually reducing the space

and also by reducing the size of the exercises practiced.
The push
and pull exercise, the oval exercise, and some of the others should
be

made

in

Writing Lesons No.

sible,

smaller as soon as possible.

4,

made

smaller,

if

pos-

Begin the push and pull exercise

before using this book.

and gradually reduce the

large,

These exercises are smaller

but they should be

size

to

as

small as possible, as

shown on page 5 of Writing Lessons No. 4.

Alternating the large
and small as also shown on this page is another good exercise.
It should be kept in mind that the small arm movements are more
difficult to make than the large ones.
When first applying the
movement to small letters, it is a good plan to use movements larger
than the letter-forms by making a large initial and final movement
before and after the pen touches the paper. For this purpose single
letters rather than words should be practiced, as these give more
opportunities for large movements.

movement can

In writing a word, a large

be used only at the beginning and end of the word.

made use of by all

good demonstration of what to do can be given at
Anyone who uses good arm movement makes
the blackboard.
these initial and final movements larger than the lines shown on the
paper.
One who uses finger movement never makes these moveFrequently the movements larger than the stroke on the paper.
If
the
stroke
being made.
of
ment can hardly reach to the end
else
than
anything
will
more
do
thoroughly drilled upon, this point
to bring about a good application of arm movement to all writing.
This

is

a very important point and should be

teachers.

III.

The

third kind of

actual writing.

work

to give in the writing lessons is

This should consist of words, sentences and para-

graphs.

TIME ALLOTMENT FOR THE DIFFERENT KINDS

OF

WORK

had no written work to prepare, it would undoubtedly

be best to take up the dififerent kinds of work spoken of in the
order given, and drill upon them one at a time for a considerable
period.
As pupils in practically all of the grades have a great
If pupils

16

amount
this

is

of written

work

that involves the use of

words

in sentences,

The exercises under heading

not the best plan.

and some

of those under heading II are not closely related to actual writing.

The

practice of these exercises

but they affect the written

necessary and highly important

indirectly

On

and remotely.

work, something must be put into the lessons

have a direct bearing upon the actual writing and make an

account of
that will

is

work only

this written

immediate and not a remote improvement.

The following diagram gives the allotment of time

in a writing

The

lesson to be devoted to the dift'erent kinds of work.

first

diagram shows the time allotment when beginning arm movement

writing.
The second should be used after some progress has been
made, and the third after more proficiency has been attained or
during the

latter part of the year.

Exercises and instruction that promote good position, pen-

I.

holding and movement.

Exercises designed to control the

II.

movement and bring

it

to

actual writing.

Actual writing.

III.
].

3-

The

I.

I.

3-

3-

The

exercises are a means, the actual writing the end.

exercises should be given so as to serve their purpose,

work with more and more

Writing Lessons,
at first, of

it

will

practice of

Follow

this

In the

actual writing.

be noticed that the actual writing consists,

words, then sentences and paragraphs.

IMMEDIATE IMPROVEMENT

IN

ALL WRITTEN

EXERCISES
The

greater part of the foregoing relates chiefly to the

maimer

of handling the pen, and might be called the technical instruction.

As

before stated,

effect

much

of this training has only a remote or indirect

upon the written work.

The purpose now

struction that will bring about an immediate

is

to outline in-

improvement

in

all

work that must be prepared from day to day.

Emphasize and teach something that will aft'ect all of the letters,
and contribute toward making a good page effect. Some important
points along this line are, arrangement of writing on the page, size
of writing, neatness, spacing between letters, good beginnings and
endings of letters, the proper width as compared to height of letters.
written

17

and any other general points that

To make a rapid improvement
general fault, which,

ment.

if

promote a good page effect.

poor penmanship, correct the

will
in

eliminated, will cause the greatest improve-

among the number menMore than one fault can be

Invariably this fault will be found

tioned in the preceding paragraph.

attacked, but the most glaring faults should be eradicated

good instruction

is

given, this

If

first.

method of attacking poor writing

will

bring extraordinary results.

ARRANGEMENT OF WRITING ON A PAGE

Have

all

work arranged

so as to

make

a well-balanced effect.

This means good spacing and equal margins on

of paper.

and

other forms of written work.

all

left

and right sides

This applies to arithmetic work, spelling, waiting lessons,

Notice

in the

Writing Lessons

of the copies are arranged with equal margins at the right

that

all

and

left.

Do

not try to teach this by having pupils draw vertical

Train them to use judgment in placing their work so as

not to waste paper and at the same time to have margins and

lines.

spacing that will

make

On

a pleasing and well-balanced paper.

paper 7"X8" or 8"Xio", margins of three-fourths of an inch make

a good page eft'ect.
Double this margin for paragraphs.

SIZE

page of writing

wrong

radically

will not present a

in size.

good

eft'ect if

the writing

is

In writing upon the blackboard, the size

for pupils to write can be indicated by drawing horizontal lines,

making the letters fill proportionately the same amount of space

they would occupy on the papers of the pupils.
This

where

is

an important device, particularly

spelling

in the

as

primary grades,

words are copied from the blackboard.

If neces-

sary, give special emphasis to this point in using the copies.

Have

the "Writing Lessons" placed on the papers close to pupils' writing.

Have

pupils stop to

make comparisons

frequently.

The poorest
work well.

writers can write larger or smaller, and can arrange their

Very frequently

these

two points effect a considerable improvement.

draw lines on the board about si.x inches

In the primary grades

apart

in

grammar grades about

five inches apart.

NEATNESS
Good

instruction in penholding, position

proper attention

to the materials

and movement, and the

used are the two most important

18
points in securing neatness.

Gripping the pen

and laborious writing.

is

the

main cause of

In the directions for

movement

heavy

lines

work

instruction has been suggested that will aid in securing neat,

fine lines.

lightly"

Use

instructional counting, such as,

"Don't pinch the pen",

"Touch

the paper

etc.

Good pens are an important factor in securing good writing. If

pens are not furnished, teachers should either purchase for pupils
A miscellaneous assortment of pens
or direct them in buying.
Ink should be black and should flow freely.
Inkwells should be cleaned occaPenwipers should be provided.
Untidy
holders
should be used.
cork
tipped
Wood or
sionally.
should not be allowed.

written

work and

found together.

inattention to the materials used are generally

Frequently a lack of neatness

a low standard or poor discipline.

The average

about as poor work as a teacher will accept.

is

an indication of

class will

They

hand

will,

in

on the

other hand, rise to a high standard for an enthusiastic leader.

SPACE BETWEEN LETTERS

One

of the important features in the "Writing Lessons"

is

the

Nothing contributes more

wide spacing between the letters.
There are few general points that give the
towards legibility.
Poor writing is usually
good results that wide spacing will.
The letters should be narrow and each one should stand
crowded.
out clear and distinct from the others.

The space between

strokes that go

down

letters

from one

is

governed almost entirely by the

letter to another.

Notice that the

last

followed by an up stroke that swings off

and shows more slant than the preceding
stroke.
If more space between letters is desired, make these conIf the spacing is too wide, the remedy
necting strokes slant more.
Illustrate this point on the blackboard, showing the
is obvious.
difference between the slant of the main down strokes and connectThere should be only a moderate amount
ing strokes referred to.
of slant to the main down strokes, but more to the connecting
strokes.
If good illustrations are given, an immediate improvement should be made.
The hand can be made to move in any
direction desired.
Have pupils stop frequently and get in mind
If an immediate improvethe new direction the pen should take.
ment is not made, the work is not being carried on as it should be.
Any amount of space can be made between the letters if the right
instruction is given and if pupils give the proper thought and care
stroke in a letter

is

to the right considerably,

19
to
at

their work,

Thoughtless practice

is

worse than no practice

all.

/^kU^tS /?t4^^^^//tO

The above shows improvement made

in

one

lesson

where good

instruction in

spacing was given

BEGINNINGS AND ENDINGS OF LETTERS

good page

effect

is

frequently nullified by

little

before and after

finishing

it

touches the paper to

and

final strokes

abruptly.

The

initial

If

a poor

motion a
In

letter.

movement

is

used the

strokes of most of the small letters begin on

The

in the space to

about the height of the small

in

final

usually

are likely to be short, crooked and to end

the base line.

final strokes to

making these strokes

of the

in

is

of the small letters and most of the capitals the pen

all

should glide from the paper.

initial

This

The pen should be

make a

an indication of poor movement.

and

initial

strokes that do not harmonize with the other lines.

is

likely to

the letters should be carried

letter "i".

induce more care

in

More

up

care

making

all

lines.

PROPORTION OF LETTERS
If the letters are too

present a pleasing

eft'ect.

broad or too narrow, the writing

will not

If the letters are too broad, the turns at

the top and base are too wide.

Show on

the blackboard that broad

or narrow turns at the top and base of letters can be made.

For
any given fault in writing there is a particular point to emphasize, a
certain place on which to focus the attention.
In modifying broad
or too narrow letters, the particular place to attack is at the turns
at the top and base of the letters.
If the joinings at the base line are too angular, they are caused
by bringing the final down strokes of the letters directly to the base
line before proceeding to the next letter.
The joining or turn
should be begun a little above the base line.
This is a sure cure for
angular joinings. If the turns are too broad the down strokes should

be brought closer to the base

line

before turning.

Angular joinings

20

The pen may

are sometimes caused by bringing the pen to a stop.

be brought to a stop or the motion checked

at certain places, but not

at the ones referred to above.

GENERAL AND TECHNICAL INSTRUCTION

There should be a proper combination of the general instrucwhich aims to make an immediate improvement in all written
work; and the technical instruction, which has for its object the
tion,

proper handling of the pen.

the technical instruction.
in

Some make

mistakes of giving only

Considerable proficiency will be

shown

movement exercises, but the written work

Others make the mistake of giving all the attention
appearance of the writing, disregarding the manner of

making

invariably

the

will be poor.

the

to

This will produce good appearing writing

writing.

grades, and poor

in the

grammar

in the

primary

grades, where rapidity

The good appearing writing

necessity.

work

is

drawn out

is

slowly.

proper balance should be maintained between the manner of

and the appearance of the writing by combining the two

So long as considerable written
kinds of instruction mentioned.

-writing

work

required both these kinds of instruction should be carried

is

on together.

Those who say they are working for movement

only,

shut their eyes to an important consideration in public school work.

glance at the amount of written work prepared every day should

convince one that habits in regard to form are being developed. It

is best to recognize this and to give instruction that will have an
effect

on

this written

ceives herself

when

work.

she says she

teacher in the public schools de-

is

getting nothing but

movement.

BUSINESS COLLEGE PLANS IN THE GRADES

The foregoing

a business college where pupils do not have a large

ten

work

in

connection with their other studies.

teaching writing

is

like building a

not be interrupted.
bridge where

work well in
amount of writ-

plan that has been condemned will

traffic is

new

In a business college
stopped.

In the grades,

bridge where
it

is

traffic

like building a

must

new

Business college plans need modi-

fying and adapting to the conditions in the grades.

Pupils in the

grades are younger, and vary in age, and physical and mental ability
The time devoted to penmanship inwith the different grades.

compared with the time

where fewer studies are
The large amount of written work in the grades, and the

struction in the grades

given to this subject

pursued.

must be small

as

in business colleges

21

other conditions spoken of,

make it difficult to use business college

They can be made to succeed but only by ignoring or
changing the conditions referred to.
If an unwarranted amount

methods.
of time

given to the subject most any plan will .succeed.

It is
fit children of various stages
of physical and
mental development than to try to make children fit
a given plan.
is

better to have a plan

Good pedagogical treatment

as any other subject.

is

What

as important in treating

penmanship

can be done with young children

not always a good criterion of what

is

is

best to do.

THE WRITING LESSON

Pifteen to twenty minutes per day
to give to this subject.

is a reasonable amount of time

period during the day except just

Any

before or after intermission

is

suitable for this lesson.

Have

the writing materials given out before .school or at recess,

or have them ready to be given out at the time of the lesson
in an

expeditious manner.

Prepare for this lesson the same as for any

Plan the lessons with the special needs of the class in mind.
Learn to do what is expected of pupils.
It is better to prepare so

other.

as to be able to show pupils how to do what

rather than to simply tell them what to do.

depend

solely

upon

telling pupils

the best results.

pupils.

If

Teachers

expected of them

Too many

teachers

This never brings

to do.

necessary teachers should learn along with

who

fail to

The writing

inspiring leaders.

what

is

make

this

preparation do not

make

lessons are very likely to bore both

pupils and teachers.

]\Iuch time

is

of pupils' needs.

wasted by not diagnosing, or improper diagnosing

Observe them while writing and inspect their

written work.

It is a poor plan to take any set of lessons and proceed from page to page.
It is better to study the needs of the
pupils and select the most suitable work.
Until good position and

movement
^iven

are acquired, begin the lessons according to the directions

preceding pages. The proportion of the writing period

in the

to be given to this

movement and

position

work

the proficiency of pupils in these particulars.

diminish as pupils acquire ability along these

will

depend upon

The time should

lines.

Next

drill

upon some

exercise that will help control the movement, and finally

follow this with practice in actual writing. This latter work should

should frequently be closely related to the written work required in

the other studies.

One

of the

main objects of the writing lessons

22

i^^prepar^pu^T^owrite what
day

It is a

to day.

they are required to write from

mistake to continue lessons from week to week

giving practice upon exercises, letters and simple words.

plan would
is

fail to

good plan

make an improvement

in the written

to close the lesson occasionally

the kind of written

work

that

the spelling or arithmetic

is

work

work, using the same paper pupils

best to have the paper used for

It

with practice upon

poorly prepared.
is

Such a

work.

poorly written,

For example, if
drill upon this

will use in this

work.

It

is

penmanship practice correspont', so

far as possible, in ruling and size, to that used in other work.

Care should be taken not

to

go from one exercise

practicing several of each kind in one lesson.

majority of the pupils need.

As

progress.

Practice

it

to another,

Select one that the

sufficiently to

make some

the lessons proceed, go over the dififerent kinds of

work outlined, but advance as rapidly as possible to more difficult

work and to more practice upon actual writing.
It is not an uncommon mistake for teachers to spend too much time on exercises
The exercises are but a means
and not enough on actual writing.
to

an end.

If,

after a period of three or four months, the time

devoted to the exercises

made
tion

is

not diminished, either a mistake

is

being"

planning the lessons, or the instruction in penholding. posi-

in

and movement has been

ineffectual.

Use the blackboard freely.

Copies at pupils' desks do not do
Write the copy
away with the necessity of using the blackboard.
on the blackboard, standing one side so pupils can observe the
process.
Give a sort of chalk talk as it is being written, giving"
special emphasis to the difficult letters, combinations and any general
points that need attention.
The teacher who has prepared for the
lesson will know what to emphasize.
Ease and rapidity can also
be illustrated to good advantage.
It is not sufficient to m.d'cc good
forms.
Show how the pen starts in motion before touching the
paper and how it glides from the paper in finishing a word.
Any
teacher

who

fails to

use the blackboard in the foregoing manner

is

omitting one of the most important means of teaching this subject.

This

particularly true in the primary grades

is

where pupils are

not familiar with the proper route the pen should take in formmg"
the letters.
.

It is

generally best to control the

exercise.

This

may

amount of

practice

upon each

be done by giving a certain number of words^

or lines to be written and by counting.

It is

not natural for

all

to

23

Where

write at the same speed.

considerable proficiency has been

Some

attained, pupils need not be kept exactly together.

teachers

provide an extra piece of practice paper and when any pupil completes the required amount on a given exercise, the other paper is

used until directions are given to proceed

this

means, at the close of the lesson,

all

to the

By

next exercise.

of the papers will present

a finished and uniform appearance.

it is not meant that pupils are to write the work
stopping, the teacher in the meantime doing
without
them
assigned

By

the foregoing

The

nothing.

most glaring

move about the room, noting the

manner of writing and in the appearance.

teacher should

faults in the

and at the blackboard special emphasis

In the primary grades and in any grade where
should be given.
the writing is poor the amount of instruction should be greater than

The

class should be stopped

Pupils
where a greater amount of proficiency has been attained.
should not be allowed to practice radically wrong writing with the
idea that practice will
practice

is

efifectual

make

Thoughtful, well-directed

perfect.

but mere practice or repetition

worse than no practice at

as

all,

is

frequently

tends to strengthen incorrect

it

habits.

Aher

taking note of the

work being done,

lead pupils to see their

Put the questions in the following

'Ts
form, directing the pupils' attention toward the faults noted
your writing too large or too small?" "Are the letters too broad or
Of course the questions are to be based on the
too narrow?" Etc.
faults by questioning them.

general faults noticed.

make

compare

all

change

Putting the questions in the double form

It does not suggest a
the copy.

work with

who do not need to make one, but keeps all alert for
Some teachers make the mistake of going about the
Other teachers make the mistake
pupils what to do.

to those

mistakes.

room

their

telling

of asking pupils to find something

wrong with
This

their

work without

not good teaching, as

guiding them as directed above.

pupils are likely to find unimportant faults that would be of

advantage

if

corrected.

The method

is

right channels by well-directed questions has been

efficient

found

and economical means of instructing large classes.

to see what should be done is only the

Leading pupils

in any educational process.

how

to

do the work and how

The next
to

little

of directing the class into the

step

overcome the

is

to

faults.

show

to be

first

an

step

definitely

This

is

done

mainly by illustrations at the blackboard and has been treated in a

previous topic.

24

The
is

third step

many

wliere

is

Here
Without doubt the greatest error in
proper response from pupils.

to secure the

teachers

penmanship practice

is

fail.

down

the repetition

page of faults that appear

at the top.

the methods just outlined

if

Where

pupils.

the writing

to the

the proper response

is

bottom of the

This can be prevented by

is

poor, a good lesson will

secured from

show marked

One paper may show a change

One good way to secure a
in size, another in spacing, and so on.
proper return for the instruction is to carefully note and commend
For example if a teacher finds some one who has
improvement.
made an improvement in spacing, it is a good plan to stop the class
changes

at the

bottom of the page.

and

exhibit the paper.

not been told to

make

Call attention to the fact that the pupil

had

change and point out that the

this particular

pupil must, therefore, have paid attention, discovered the mistake,

and finally by his or her own individual effort corrected the mistake.
Appeal to the others to remove every trace of the faults under disIf this
cussion from their papers before the close of the lesson.
line of work is carried on with earnestness, radical changes can be

made
that

in a
is

it

Pupils can be

comparatively short time.

a disgrace and a waste of

wrong
Summing up

radically

to

eft'ort to

made

to feel

allow faults that are

go imheeded.

the foregoing:

the teacher should emphasize

first,

important points, and lead pupils to see general faults that will
bring about rapid progress

way how

definite

second, she should

to accomplish

the

work

show

third, she

in

a very

should use

such methods as will secure from her class a good response.

pupils are induced
ingly,

to listen, to

compare,

to

judge and

If

to act accord-

they are going through a mental process which will give

Attenresults in any educational subject whatsoever.

and responsiveness are two important conditions in a good
There never can be any education in penmanshij) or anyschool.
thing else by simply pouring out instruction.
There must be the
excellent
tiveness

proper reaction on the part of the learner.

Teachers who

fail to

from pupils sometimes convict themselves of

being poor teachers by saying: "They ought to do it; they have
heard it every day."
No class is more difficult to deal with than
one that has heard good instruction, but has not heeded it.
It is

^et this response

believed that this accounts, to a large extent, for the fact that a

number
tically

of pupils spend a term or a year in a

nothing.

They have been

in

room and

learn prac-

hearing distance of the

struction but have not reacted on the instruction.

in-

POSSIBLE

It is possible,

however, to have just as prompt and com-

many

things pertaining to penmanship instruction,

plete a respnse to
it

IMPOSSIBLE REQUIREMENTS

impossible to change poor writers to good writers in a short

It is

period.

as

AND

in

is

regard to gymnastics or discipline.

realized this, far better results

If all teachers fully

Teachers realize

would be obtained.

away from the

class.
They
failing when their

that their directions to face front or to stand erect

desk should be complied with immediately by the entire

should realize in the same
directions to

in the

same

that they are

place arms, feet or paper

Many

heeded.

way

in the correct position are

not

teachers allow such directions as these and others

class to

go unheeded by a number of

pupils.

If direc-

tions in regard to order are not complied with, teachers feel that

the issue
sary,

is

important enough to

elicit

The same

unusual procedure.

their

best and,

attitude

neces-

if

should be

taken

penmanship instruction that can be complied with imLarger or smaller writing, wider or narrower spacing
mediately.
There is
head of immediate and radical change.
the
come under
immemade
cannot
be
slant
size
or
in
change
no good reason why a
the
and
made
can
be
changes
It is not meant that these
diately.
and
can
be
servant
The hand is a
writing executed automatically.

toward

made

all

to

move

in a dilYerent

way

if

the

mind

is

brought into use

properly.

The preceding sentence indicates the difficulty in penmanship

The main trouble is not with pupils who cannot w^ite
who can write but have acquired incorrect habits.
pupils
with
but
changed unless the mind is used with considerable
be
These cannot
instruction.

vigor.

This requires

of teachers.

No

interest, force

and enthusiasm on the part

easy-going, perfunctory instruction will be ade-

quate.

The above shows

good response from

a pupil in one lesson.

general points emphasized

Size, spacing

and

slant

were the

26

INCENTIVES
The

ability of the teacher to write well

good work.

tion are the best incentives to

Handwriting

use no others.
find

it

Many

such constant use, that

things can be done that will arouse interest and

cause pupils to put forth unusual efforts.

out a pupil are not the best kind.

won by

be

a pupil

who

Incentives that single

prize for the best writer

naturally a good writer, and

is

who

not have to put forth a great effort to outstrip the others.

prize

is

not likely to arouse the poorest writers to greater

number

Incentives that appeal to a greater

Something that

will interest the

is

Competition between classes or schools

is

tered into in the right spirit.

have other teachers

visit

may
does

This

eft"orts.

are to be preferred.

poor writers, and cause the entire

class to be stimulated to greater eft'orts,

to

many

arouse sufficient enthusiasm to bring about good

difficult to

results.

in

is

and to give good instrucAlany teachers need to

needed

in

many

schools.

good incentive, if enMany teachers have found it helpful

their rooms and judge the proficiency
a

some particular line that has been the subject of special

eft'ort.
For example
Miss Smith says to her class that Miss
Brown is coming in next week to see how many are perfect in position, penholding or movement.
Committees of pupils may do this
attained in

kind of work.

Another good plan

sides as

is

to

have two captains appointed, who choose

Coaches or helpers may be ap-

for a spelling match.

pointed to help the poor writers and, in general, to get the team

ready for the contest.

As much time

preparation for these events, as

contests that

it

as possible should be taken

is

the preparation

ii'.

and not the

of the most value.

is

Considerable help and inspiration has been gained by having a

committee of pupils or an entire class visit another school or room
where particularly good work is being done.

The same
the papers

writing

lesson

may

be

given

to

dift'erent

from both put together and marked.

then determine

its

mark.

Exhibiting specimens on charts or bulletin boards

that should not be overlooked.

for

rooms,

Each room can

improvement as well as for

Exchanging specimens or

be changed frequently.

schools has a stimulating: effect.

is

an incentive

The specimens should be put up

the best writing.
The work should
letters

with other

27

MEASURING SCALES
impossible for a

It is

number

of teachers to rank the writing of

uniformly without using a uniform standard.

their pupils

uring Scales are supplying this standard.

Meas-

In judging handwriting

To

both legibility and ease of execution should be considered.

judge solely by

legibility

By

the writing slowly.

presents a standard

make

should

The Guide

this

in

for Rating and Correcting

connection with the Writing Lessons,

for both

legibility

and

regular w'ritten

time

which the

in

Individual pupils or a committee of pupils

By having one

work.

Teachers

rapidity.

tests occasionally, taking note of the

specimens are written.

may do

premium on drawing

put a

using a standard for rapidity as well as

legibility this is obviated.

Handwriting, pubished

likely to

is

work may be

tested

room

of these scales in a

The

frequently.

the

directions

for correcting prominent faults will be found helpful.

RAPIDITY
The Guide for Rating Handwriting referred
minimum standard for rapidity for the grammar

to

gives a good

grades.

Under

the specimens exhibited will be found small figures giving the rate
at

which the specimens were written.

It

should be kept in mind that what

In

rapidity.

all

well and quickly

With

the proper

is

desired

is

forms of manual work

is

legibility

and

the ability to do things

brought about gradually by means of repetition.

handling of the tools used and with practice,

This is true of
and accuracy maintained.
stenography and other kinds of manual
good handwriting should be acquired in the same

rapidity can be acquired

typewriting, typesetting,

work.

manner.

Two common

mistakes should be avoided.

proper handling of the tools

tion,

is

not given

One

is

where the
Posi-

sufficient attention.

penholding and movement are referred

to.

This

is likely to

primary grades where a good foundation in the proper

Good appearing writing can
handling of the pen should be made.
occur

in the

be made but
rapidity

is

it

will deteriorate rapidly in the

a necessity.

As

grammar grades

ner of writing and the appearance should receive attention in

the grades.

It is better to

manall

of

secure only fair results in both legibility

and the manner of execution than to secure excellent

and poor results in the manner of writing.

legibility

Avhere

stated in previous topics, both the

results

in

28

The

other mistake

where rapidity

is

This

legibility neglected.

made prominent and

is

usually found where business college

is

plans are in use and where children of various ages, ranging from

made to fit the plan rather than having the plan

The advocates of this plan say "get rapidity and
come".
Under this plan in the public schools the

six to sixteen are

the children.

fit

form will
form is more

the

likely to

turned into a special

amount of time
result.

is

go than
school

devoted to

It is irrational

it

to

is

come.

Unless a school

is

penmanship, where an unusual

of

this subject, a

and unpedagogical

to write as rapidly as older ones.

horde of scribblers will

to expect

young children

Rapidity should be a matter of

growth through the grades.

The main thing to be kept in mind is
that such penholding and position should be maintained as will be
conducive to ease and rapidity.
Occasionally have some selection written for one, two or three

Have

minutes.

Urge

the

number

of letters counted and note the results.

who have

the slow, careful writers to write faster, and those

written rapidly but illegibly to write

more

slowly.

It

will

some-

times be found that some are writing so rapidly that good form

is

good general rule to follow is to write as rapidly

as possible and maintain good legibility.
It should be kept in mind that good movement is the most important point in training for ease and rapidity.
It will be futile
impossible.

to try for speed without first securing correct position,

penholding

and movement.

LEFT
The majority
handedness
thoroughly

HANDED HANDWRITING

of psychologists and physiologists believe that left-

in children
left

handed,

should not be changed.

it

is

believed that there

Where
is

pupils are

an injury to the

speech centers and to the nervous system by insisting upon the

It is claimed that some children have been caused to
In right
stammer by an endeavor to make them right handed.
handed persons the motor centers are in the left lobe of the brain
and the speech centers in the right.
In changing from one hand

change.

to the other

it

is

claimed that these centers are disturbed.

After careful study and investigation

children

oughly

who

left

it

is

believed that

many

hand are not thorhas been found that about half

are inclined to write with the left

handed by nature.

It

of the left handed writers can change without great difficulty or

without any noticeable injury.

\Mien

left

handed pupils are not

29
with this hand a trial should be made with the other. School
rooms are lighted and some kinds of work are prepared for right
An effort should be made to change those who
handed persons.
or who are not thoroughly left handed.
awkwardly
hand
use the left
The paper should be placed in the same relation to the left arm
This is where the
as it is to the right for right handed writing.
pupils
have been left
Left handed
main mistake has been made.

skillful

any instruction or have been required to

follow directions for right handed pupils so far as possible. When
the paper is turned for right handed writing and the left hand used

to

it

drift along without

brings the hand directly into the writing.

To

obviate this the

above the writing in a very awkThis is a characteristic position where correct inward posiion.
When the paper is placed in the
struction has not been given.
pupils
can assume as good position
position advocated, left handed
wrist

is

bent so that the hand

is

It has
and use as good movement as the right handed children.
in
inferior
not
been proved that those trained in this manner are
The same slant should be maintained, the pen
ability to write.
being pulled up and to the right instead of being pushed as is done

with the right hand.

The main
it

thing

obligatory for

is

to stop ignoring this problem.

all to

change should be abandoned.

rule

making

Parents should

Pupils should be made

be consulted and their cooperation secured.
will
take some initiative
that
they
so
changing
to see an advantage in
made.
will
be
progress
in regard to it, or little or no

COUNTRY SCHOOLS
The first group to be
Divide the room into two main groups.
composed of pupils in grade one who can write, pupils in the second
All
are deficient in writing in the third grade.
the others except the beginners to constitute the second group.
These
Not many beginners enter a country school each year.

grade, and any

who

can be started at the blackboard and by giving special copies at the

The older pupils can give considerable assistance in this
desks.

work.
be given to both groups simultaneously in posiMuch
tion, penholding, movement, size, margins, slant, spacing, etc.
groups.
both
to
given
be
of the instruction for each lesson should
Instruction

may

and copies for group one

Paper with threeshould be more simple than for group two.
hues
quarters inch ruling is best for group one, and paper with

The

only difference

is

that the exercises

30
three-eighths of an inch apart for group two.

^Manilla paper

is

During the

suitable for the first group, as pencils will be used.

year copies from Writing Lessons Nos. i and 2 should be used bygroup one, and for the second group Writing Lessons No. 3 should
be the standard, with occasional copies from Writing Lessons No. 4.
Pupils should be advanced from one group to another as rapidly as
possible regardless of their grade or the time of year.

Some

of the best writing ever seen was from country schools

where teachers understand how

give

to

The

instruction.

writers should give considerable help to the poor writers.

best

The

younger children always learn much from the older pupils, but
sometimes the younger pupils stimulate older pupils who write
poorly.
At any rate, there should be the best of cooperation in
this

in a

room

is

There

is

seems

why

no good reason

schools should not be equal to the

work

from pupils

writing in country

of schools of a single grade.

from country school

to be easier to secure intense efforts

pupils than

living in the city.

WHEN AND HOW TO INTRODUCE

It is

writer

sufficient to stimulate the others if there is the right

spirit in the class.

It

Qne good

kind of a school as well as any other kind.

INK

believed to be best to introduce pens and ink in the third

year or grade.
the lines

If sufficiently coarse

would be

average pen

is

pens were used by beginners

make

so coarse as to

the writing untidy.

The

young children

to use.

too delicate an instrument for

During the second or third month of the third year begin using
Written work should not be
attempted until some proficiency is attained in the special lesson.
The chief points to emphasize are, touching the paper lightly and
moving the pen along without hesitating.
From the first, light
pens for the penmanship lesson.

should be insisted upon.

It is not necessary for pupils
through a period of heavy lines and blots.

lines

Give simple copies and give instruction that

tendency to grip the pen.
giving too

difficult

Many

teachers

to pass

will counteract the

make

the mistake of

copies before pupils are accustomed to handling

the pen properly.

Moisten new pens before using them.

to the eye of the pen.

Dip the pen

in the ink

Clean the pen with a penwiper.

Care

should be taken to have both nibs of the pen scjuarely on the paper.

31

TEACHING BEGINNERS
When

children

enter school at five or six years of age they

first

make

should not be called upon to

the fine accurate writing that

is

There has been no co-ordination of the small

The nervous tension
muscles used in making the fine writing.
writing.
required is neither good for the health or the
There is an increasing tendency to eliminate written work from
Where this is done so that
the primary grades in many schools.
frequently required.

there

demand

not an early

is

can be simple and not

The

first

for written work, the writing lessons

at all exacting.

some simple word, such as "on",

The word method is far more interesting to pupils
learn to write more readily than when practicing sepa-

lessons should be on

"one" or "can".

and they

will

Teachers

rate letters.
is

more

difficult,

but wherev-er

to return to another
If pupils are

training,

who have
it

never tried
is

given a

method may think

this

there

trial

is

no desire

method.

young, immature, and have not had kindergarten

some training of

the

arms

is

This can be done

helpful.

through other kinds of hand work or through movement exercises.

Rhythm is an important factor in teaching

cises may be made, repeating some of the

writing,

well

and these exerjingles and

known

keeping time to the rhythm.

When

ready for the

first

word write

the copy on the blackboard

in a large hand, standing one side so pupils can observe the moveErase and rewrite it several times, describments of the crayon.

ing the

movements of

the crayon as the copy

is

being written.

Have

movements.
Erase and
see how many can remember how to write it by motioning with
their hands.
Have them write it on their desks with their fingers.

pupils point to the crayon and follow

its

The main thing is to give sufficient instruction so that pupils will

know the word, but will remember the movements necessary to write it.
The imitative faculties of young children are so
keen that any movements made by the teacher can be reproduced

not only

if

they are not too small and complicated and

a sufficient

number of

if

they are repeated

times.

After a thorough preparation erase the copy and have pupils

If the copy is left on the
write upon the unruled blackboard.
board pupils

will write a

a hesitating manner.
pupils to stand

little,

look at the copy, erase and write in

Give out one-half pieces of crayon, ask

away from

the board, write freely, in a large hand.

32
If there

more

remember

a failure to

is

instruction

is

the

way

the crayon should go,

Fine, exact writing should not be

necessary.

The aim should be to secure the form in the rough.

make the work more exact should not be given at

expected.

Details that will

After a time these details can be given but at

first.

first it

will

only burden and confuse.

blackboard space

If

wax

may

crayons

not available, large, unruled paper and

is

After pupils are well started on the

and crayon work should be introduced.
Rough, manilla paper 9"Xi2" is suitable for this work.
Here the
movements must be controlled and confined to a certain area. This

blackboard,

be used.

paper

the

the direction the training should take.

is

After about six months of

kind of work, pencils and paper

this

with one-inch ruling should be introduced.

]\Iake the small letters

nearly half of the space and the loop and capitals

fill

holding as thoroughly as possible.

This makes

small piece.

fill

nearly

Teach position of body, arms, paper and

of the space.

The arm should be

it

wax

In using

all

pencil

crayons use a

unnecessary to teach pencil holding.

held free from the desk.

It is like

blackboard

writing reduced to a smaller scale.

In schools where written work

will

is

desired as soon as possible, the

year work should be carried on in a different manner.

first

have to be put to work on paper early

lessons on paper

This

will aid

may

The

in the term.

Pupils
regular

be supplemented by practice at the board.

considerably to get them started quickly.

the

If

course of study requires written spelling and other written work,

it

would be

best to use paper with three-quarters-inch ruling instead

of the kind mentioned above.

should be

filled

The same proportion

of the space

as indicated above.

Give careful attention to position, pencil holding and the

movement
the page.

that develops the ability to carry the

Emphasize
This

crayon.

is

movement and

to

move

"The Writing Lesson".

the pencil along with

touch the paper

lightly.

the letters or erasing spoils the eftect of written

not be allowed in any grade.

difficult to

overcome.

lateral

easily across

details as well as the general direction of the

described under the topic,

Pupils should be taught to

tinuous

hand

If

the habit

is

steady, con-

^Marking over

work and should

once formed

it

is

33

WORK

SUPERVISING OF ALL WRITTEN

If
all

what

is

taught

writing lessons

in the

other writing no real progress

is

not put into practice in

is

being made.

penmanwork properly

if the

ship lessons were to be abandoned and the written

supervised, the results

would be

better than

if

good lessons were

given and the other writing not properly looked after.

is

The first work a teacher should do on taking charge of a room

to show pupils how to write the work that must be prepared from

day to day.
This can be done in the penmanship lessons and by
models upon paper and the blackboard.
If the teacher's work on
the blackboard is crowded and poorly written, good work cannot
be expected from pupils.

There

the quality of the daily written

will be

work and

some difference between

the penmanship lessons,

but there should never be a radical difference.

sisted

upon

far

ability to write

more than
should be

is

made from

This should be

An

usually done.

in-

estimate of the

the daily written exercises.

Pupils should be judged by what they habitually do and not by what

they can do occasionally.

be accepted.

manship
writing.

work

is

How

When

Slovenly, careless

work should never

something has been accomplished

lessons, there should be a perceptible

If these points are not insisted

change

upon and

if

in the

in all
all

penother

written

not properly supervised, poor penmanship will result.

to supervise this

work

effectually

is

frequently a teacher's

most troublesome problem.

Preserve as much of the written work
as possible, make comparison so as to note improvement or non-.
improvement.
It will have a very good effect if it is known that
the ordinary writing is to be preserved and reviewed occasionally.
Some teachers have a committee of pupils look after this work,
selecting the best papers, or those in which the points emphasized
in the writing lesson have been incorporated.
It frequently stimulates a poor writer to be a member of such a committee.
IVIuch depends upon the attitude of the teacher and the attitude
A sentiment in favor of neat,
developed on the part of pupils.
careful writing can be developed.

work on

One

teacher placed

all

written

were seated and made

pupils feel that nothing but their best work should be shown. They
responded to this to such an extent that on one occasion when a
substitute teacher was in charge the monitors refused to collect a
paper from a new pupil who had written carelessly.
The new
a table near the door

teacher, not

knowing

where

visitors

the plan in vogue, placed the

]);iper

with the

when

In the afternoon,

others.

the regular teacher returned, she

The new

graced by the poor wanting.

pupil

of the other pupils and told of the plan to

In less than a

best work.

from the

He

others.

tlie room diswas shown the writing

hand in nothing but the

protests against having

was greeted by a storm of

week

paper could not be distinguished

his

could not stand the moral pressure in favor

Most teachers develop this attitude in regard to

The right attitude can be developed
cleanliness and attendance.
in regard to writing.
No exact, cut-and-dried method can be given,

of good writing.

but any teacher

earnest about

who

it,

sees the importance of

it

and

is

can accomplish the desired results.

thoroughly in

This cannot

be done by nagging pupils, or keeping them after school to recopy

papers.

teacher wdio obtained particularly fine written

asked wdiat she would do

written exercise.

She

a pupil

if

work was

handed in a poor, carelessly

would have it rewritten.

replied that she

Feeling that the wrong impression had been given, the writer asked

how many

papers had been recopied.

been copied
the

day.

in the

She thought about three had

There were teachers in

previous five months.

room who were having twice that number copied nearly every
Both had the same rule but one did not have to enforce the

By her

penalty.

high standard and inspirational methods the

Another teacher was being

proper results were obtained.

who found superior written work.

special preparation had been made for his visit.
He
the pupils if this were not so.
Upon being assured to
by a superintendent

he further questioned the teacher.

pupil with any respect for

ing

me

me

He

visited

thought

finally

asked

the contrary,

"No

Finally the teacher said,

or for himself would think of hand-

anything but his best work."

This

satisfied the visitor.

DIAGNOSING POOR WRITING

The proper diagnosing

of poor writing will determine the kind

This requires training and good judg-

of instruction to be given.

ment.
this

The following specimens

Endeavor

work.

are given to furnish practice in

to select the

Select the one, which,

if

most glaring

eradicated,

fault in each line.

would bring about

the

most

improvement.

work by taking a set of papers from an

them over, selecting a few^ general faults that are
most common and that, if corrected, will make considerable change
Continue

this line of

entire class, look

for the better in the page effect

then select the most

common

If the general points are

errors in the forms of the letters.

good,

As

35
before stated, most of the lessons should furnish both kinds of
instruction.

The instruction should be so clear and definite

know what has been the aim of the lesson.

will

tplan,

and then such instruction as

desired.

v3,

Too much should

that the pupils

First a definite

no doubt as

to leave

to

what

is

not be attempted so that the instruction

77/tx/r>x^e^ cmjz_^

uy..Jii>^yu^

JO.

'^

'

^j^^-7t^yyz/y^^^y?fyyy?^^f ^^^^/,>
GrcJ

II

is

scattered over too

out,

many

making one or two

points.

Several points

the chief issues.

It is

confine the instruction to one point, ignoring

gained must be held on to

ple,

it

would be a mistake,

when
if

neatness, to drop this, losing

all

may

be brought

not a good plan to

others.

passing on to others.

Each point
For exam-

some proficiency had been acquired in

what had been achieved to take up

36
another point.
tirely

It

ditticult to build

is

up a good handwriting en-

many

with a piece-by-piece method, as so

brought into use every time any writing

different factors are

executed.

is

TEACHING FORM
After listening to a discussion of methods such as given
preceding pages,

sometimes ask when form

teachers

Undoubtedly they have

in

mind

is

in the

taught.

the teaching of each separate letter.

where much vrritten work

must be prepared. It is too slow a process. An abnormal amount
of time must be devoted to this subject to make such a plan successful.
The reason for this is that while a few letters are being
This

a poor plan to use in the grades

is

practiced,

many

of the letters are being used

all

times each day in

Even if some letters could be perfected in

would make no noticeable eft'ect in the written

the written exercises.

a few lessons, this

Before the

work.

last letters

Avould have deteriorated and

are reached, the

become worn

first

ones practiced

out.

better plan of improving poor writing

is

to chiefly

emphasize

the general points which will effect an entire page of writing.

This

plan has been outlined in previous pages of this manual.

This

does not

mean

that the

Any

emphasized.

forms of the

should not be taught and

letters

made

poorly

letters that are

ticularly difficult should be given special

or that are par-

emphasis when writing the

copy on the board.

This should be done all through the grades.
Another objection to making a business of practicing the separate
letters is that, with the exception of some of the capitals, they are
not used separately.
One of the main difficulties in teaching writing is to have the letters joined properly.
In practicing separate
letters, no practice is given this point.
No objection is made to
giving a little practice on a few particularly troublesome letters;
but for a general plan as commonly used,

it

is

not a good one for

the public schools.

DETAILED AND GENERAL INSTRUCTION

Where

writing

is

very poor, the

such general points as

size,

slant,

instruction should be

first

spacing, proportion

beginnings and endings of letters or fine

lines.

As

on

of letters,

these points

improve, more and more instruction should be introduced of a

detailed character that will give the writing

of the poor form will disappear

perfected.

It

is

possible,

if

more

exactness.

Much

the general points mentioned are

however,

to

perfect the general points

37

and have imperfect letter forms.

Undoubtedly the best instruction
combines both the detailed and the general instruction, with the
latter predominating at first and the former after some
proficiency
has been attained.
Each teacher must judge the proportion of
each kind of instruction needed.
If the work is poor along the
general lines mentioned, the general instruction should predominate.
If the general points are good but the letters lack exactness,
the
detailed instruction should be

most in evidence.
Suppose a teacher were giving a lesson on the word

"ride".

If

she talked as follows, while writing the copy, the instruction would
be in regard to details

how I swing up and to the right, curving the Hue slightly.

how the top of the r is made by retracing the line a little.
The top should be made slanting this way and the corner made
rounding before coming down with the slanting straight line. [Make
"Notice

Now

see

a good turn here at the base and swing up for the

Another good
turn and swing up and over to the right on top of the letter (/, but
not down so as to make a hook.
Be careful to retrace this line a
/".

then around up to meet the other line and on up to the top.

line nearly to the base line, swinging ofif for the c. being
careful to finish it well in this way.'
little,

Retrace the

'

This gives an example of detailed instruction with special emd.

Such lessons should not be the rule
the size, margin, spacing, quality of lines are radically wrong.

phasis on the letters r and

if

GROUPING OF CAPITALS
As most

of the capitals are not joined to other letters,

it is a good
composed of letters
having the same initial stroke.
J\I, N, U, V, W, Y, X, Z, and
Q
form this group.
T, F, I, P, B, and S are finished by bringing the
pen to a sudden stop, making a slight point as shown in the copies
As this is likely to be faulty, it is a good plan to practice this group.
Letters, similar in formation, make up another group as follows:
A, O, C, G, D, E.
The remaining letters may be practiced when-

plan to practice them in groups.

ever there

is

need of

One group

is

it.

FIGURES
Figures are used to such an extent and are so unintelligible when
poorly made that they should receive a great deal of attention.
It
cannot be determined what a given figure
follows or precedes

it,

as

is

is

meant

to be

bv what

often true of a letter in a word.

38
Lessons on figures are given

in all of the

lessons should be used sufficiently often to

Writing Lessons.

make and keep

These

this

kind

of work in good condition.

good order for taking up the figures

sixteen of Writing Lessons No.

4.

spacing, both vertical and horizontal.

ance of arithmetic work

A common

mistake

is

is

An

will

be found on page

important point

Much

of the

]:)Oor

is

the

appear-

caused by crowded and irregular spacing.

to allow

young children

to practice

the figures before being shown the correct way.

making

awkward
habits are frequently formed.
The best way is to show many
times at the blackboard the proper place to begin and the way to
proceed in each figure.
By having pupils practice upon the black\'ery

board, mistakes can be easily detected.

In

making

i,

4, 7, 9, o,

3,

6 ,and the large part of

should be brought to a sudden stop.

pen should

glide

5,

In finishing 2, 8,

the pen

and

5,

the

from the paper.

BLACKBOARD WRITING
In addition to the use of the blackboard by teachers and beginners

much help can be obtained in any

grade by having pupils practice on the blackboard.
Many teachers
allow pupils to go to the board whenever they have completed the
work assigned at their desks.
Some arrange to have the poor
described in previous topics,

writers put in

some extra time before or

regular lessons
tage.

An

may

after school.

Some

of the

be devoted to this kind of work to good advan-

interesting and helpful contest

may

be given as follows

Have

the pupils in about two rows of desks write, then have the

ntire

room vote on

the best and second best work.

throughout the room.

Continue

this

for a

Repeat

number of

this

lessons.

Those who have won recognition may then have a contest, as well as
those who have not.
One class became so interested in this work
that they asked if they might do some extra practice upon paper to
prepare for these contests.
for

was

attained.

It is

apparent that the object sought

Capitals and figures furnish good copies for

blacklioard practice.

STANDARDS FOR THE DIFFERENT GRADES

Grade i. The standard for this grade will vary accoiding to the
demands for written work in connection with the other studies.
If
written work is demanded in this grade, pupils should learn to write
as soon as possible.

39
Tlic following:

of short words

list

They contain

ncrs.

all

is suital)Ic

the small letters.

for a class of l)cgin-

They may be made on

and on paper: on, one, no, in,

man, use, all, he, it, hit, red,

the blackboard
can, cow, ace,

an,

is,

be,

bud, may. joy,

or, ran,

we,

go, of, for, pan, ink, quit, axe. buzz, new, came, pad, vim, van.

As soon

as pupils begin to use pencils and ruled paper. Writing

Lessons No.
contain

furnishes a good standard.

the small letters.

all

names introducing
is

tiie

The

first

thirteen pages

Figures are introduced, also i)roper

capital letters.

'i'he

remainder of the

pail

form of sentences, of all the letters.

In schools where written work is demanded, if Writing Lessons
devoted

Nq.

to a review, in the

can he com[)lctcd there

will

he adecjuatc pre])aration for this

work.
In schools where no written work
carried on

more

slowly,

work may be

re(|uired, the

is

more time being given

to

blackboard writ-

good standard is to teach all of the small letters, most of

few sentences.
Grade II. If the niinimuiu standard is used in the first grade.
Writing Lessons No. i will furnish a good standard for this grade.

ing.

the capitals and a

In addition to this, the aim should he to have pupils write from a

The

printed copy.
the

most

difficult.

conil)inalions of letters joined at the top are

lest pupils occasionally, using such words as

swim, fawn, cover, bu

the following:

build, grave, etc.

1,

Give some sentences that are too long for one

work requiring such sentences.

of written work and give lessons that

written

work.

This

is

written exercises

After the
the

may

first

movement

an important point.

will
It

before giving

line

Anticipate

all

new kinds

bear directly on this

will

help keep the daily

up to the re(|uired standard.

few pages have been written, continue

to use the

exercises at the beginning of each lesson.

These

be practiced on separate ])aper, written above the regular copy

or two or three lines below the copy

may

he used.

are traced over so that considerable practice

may

These exercises
be given on one

line.
If instructional counting is used, these exercises will promote
good position and pencil holding.
Maintain a higii standard for position, ])cncil holding, and the
lateral movement.
Grade III. Writing Lessons No. 2 furnishes an outline for this
grade.
All of the capitals and small letters and the figures are

given.

)ther copies

may

be practiced

ten work, as indicated in the

work

in

connection with the writ-

for second errade.

Introduce

40
ink as directed under another topic.

demanded, make two

This, and the additional work-

These daily

tasks for this grade.

(Hfticult

written exercises, prepared only partially under the direct supervision of the teacher,

make

it

difficult to

Grade

TV.-

l\ipils

maintain the proper position,

(See directions under Supervising

and movement.
All Written Work.)
pencil holding,

should begin by using Writing Lessons No.

Teachers should be supplied with No. 2 and No.

length of the

movement

actual letters as possible.

exercises,

3.

making them

as near like the

advanced. Writ-

If a class is sufficiently

ing Lessons No. 3 should be used the latter half of the year.
this

is

close of the year as near to the

No.

No

3.

models as possible

If

down toward

not done, the writing should be brought

2.

Shorten the

the

Writing Lessons

in

teacher should give the same instruction throughout

Pupils should be brought constant'y nearer to the next

the year.
year's work.

Some

practice on paragraph writing,

from both a written and a

printed, copy should be given, until pupils can

page

effect of this

(Irades

make

a well balanced

kind of work.

and VI.

Use Writing Lessons No.

3.

Teachers

may

be

provided with booklet No. 4 and toward the close of the year should
use the exercises and ideas found in it.
Speed should increase from

grade to grade, but

in

these grades there should be a

increase than in the preceding grades.

little

The Measuring

more

Scale re-

ferred to will furnish good standards for both speed and legibility.
There should be more snap and go to the writing.
It should be
the special aim in these grades to have all pupils use a sufficiently
good movement so that it can be used habitually in all written exercises.
If position and penholding are poor, these should be at-

tended to

lirst.

Grades VII and VIII.

Use

booklet No.

4.

If the

work

in the

preceding grades has been particularly well done, considerable can

be ilone in applying the instruction to letters, business and social

forms.

In most schools, there are a sufficient

number of poor

writers to necessitate vigorous and thorough instruction on the exer-

and copies provided.

If all written work is preparel rapidly
and legibly, a good standard has been attained.
It has been found
in some schools that it is a good plan to excuse those proficient in
writing from the regular lesson, making the class of the ])oor writers.
cises

1die true test

is

found

in the

way

the written

work

is

i)re])ared

and

41
not in

Good, autoiualic writing

[)cnnianship lessons.

llic

HOW TO

USE THE WRITING LESSONS

contain the three kinds of work mentionecl

The Writing Lessons

in the fore part

Exercises that promote movemen!.

of this manual.

movement

exercises that are helpful in controlling this

adapt

and

to actual writing,

it

so as to

copies furnishing practice in actual

They were not meant

writing of words, sentences and paragraphs.

to be

the goal

is

grades.

in these

Xo

used by taking up the pages in rotation.

teacher

is

likely

any subject who simply turns to one page to-day

The Writing Lessons were made so
and the next one to-morrow.
that thought and judgment are necessary in jjlanning the lessons.
to

do good work

The

in

co[)ies selected will

The

in the class.

lesson

depend upon the condition of the writing

may be begun with some of the first copies

l)y practice on more advanced

"The Writing Lesson."

and com[)leted
the topic,

The

small booklets of copies

them convenient

They can be

to use with

carried

home

Writing Lessons No.

may

be placed to one side of the

it.

The

upon

practice paper or directly

copies, as outlined in

size of the copies

make

the small desks used in the grades.

easily for extra practice.

made

is

in

pad form, as

young children to handle copies and paper

tain a good i)Osition.
for

it

is

more

se()arately

difhcult

and main-

In [)lacing the booklets of copies on the practice i)apcr. the i)Upi!s'

writing should be covered so that the mistakes

copied.

"Idiis is

an important feature of these

made

will

not be

i'.y

placing

cojjies.

the copies close to the writing a rigid conii)arison can be luade.

will

be easy to determine

the spacing

model,
It

is

is

if

the writing

too wide or too narrow

is
;

It

too large, or too .small

if

if

the margins are like the

etc.

have paper the satue width as the length of the

The width of ruling for the paper is given in
of copies.

heli)ful to

l)ooklets

another part of the Manual.

The

vertical lines in a nund)er of the copies indicate a

of turning the ])aper half

This

is

way around and writing

particularly helpful in training the

continuously across the page.

between the
a

means

to

.\

hand

number of

to

sjjaces

letters as indicated in the copies.

good device

across the lines.

move
may

easily

and

be omitted

This work

is

oidy

an end and should not be contiiuied longer than neces-

42
This

sary.

teachers

true also of other kinds of

is

make an end

Many

instruction.

of a means, continuing practice that should

be abandoned, or continuing simple exercises

when more

difficult

All of the practice should be as closely

ones should be given.

related to actual writing as possible.

For further

directions, read the topic,

"Standards for the Differ-

ent Grades."

PENMANSHIP POINTERS
The

He optimistic.

teacher

who

"We

says,

are going to have

the best writing in the country, aren't we, boys and girls?"

The teacher who

the road to success.

"My

way

on

is

impils cannot

They were poorly prepared and they are

write well.
ing the

says,

dull,"

pav-

is

to defeat.

Don't fuss, taking a long time to get to practicing the lesson.

Considerable must be done

Make

in

each lesson

if

a liberal use of the blackboard.

good habits are formed.

Most

pupils Icarii

more

readily through their eyes than through their ears.

Your
test

and questions should be aimed

instruction

Bring things

writers.

at

the

with these poor writers.

to pass

It

poor
is

of your efficiency.
Establish a reputation for this and

Persist in a high standard.

your worry and work

among

will

be lighter.

pupils and teachers

is too good an ally not to

Something is radically wrong in a room
or a school when poor writers surrounded by good ones do not

Cooperation

promote

it

to its utmost.

improve.

Do

Have an

not be content with a passively good room.

room

gressively good

that

really seeking after

is

knowledge.

you can make the desire strong enough comparatively

little

agTf

instruc-

tion will be necessary.

Remember

that habits are

formed through the preparation of the

daily lessons.

Learn

to

do what you expect of pupils.

much confidence
"Do as I say and
Don't
will give

fail .to

in,

Children do not have

or respect for, a teacher

not as

who

virtually says,

do."

plan your lessons.

Practice them

if

necessary.

Don't have pupils continue to practice writing that

wrong.

It

confidence and bring better results.

If this

is

done, something

or the spirit of your room.

is

wrong with

is

radically

you'- instruction

43

CORRECT DIAGNOSIS OF POOR WRITING

4.

Too
Too
The
The

5.

Angularity

6.

I'oor beginnings

7.

Letters not closed and disconnected.

1.

2.
3.

between

close spacing

between words.

letters.

letters are too broad.

slant

irregular.

is

the worst fault.

is

and endings of

letters.

8.

Too much

9.

Uncontrolled, careless movement.

10.

11.

'7

close spacing

Too
Too

A-

slant.

small and crowded.

large for grade five.

copy from Writing Lessons No.

2.

copy from Writing Lessons No.

2.

copy from Writing Lessons No.

3.

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copy from Writing Lessons No.

4.

021 763 843 4

Press of

S. Z. C;Iei.d,

New

Haven, Conn.