Chapter Four
PREPARATION OF THE TEACHER
THE TECHNIQUE OF THE SUBJECT
To fit oneself from year to year for the ever increasingly difficult task of teaching is a serious problem. We are to some extent compensated in a material way; our chief payment, however, is in the consciousness that through newly acquired knowledge our methods are improved, and the reflection is mirrored in the quality of our work. That methods presuppose a knowledge of the subject matter, is necessarily as true in the science of muscular movement penmanship as in other subjects less homely and less practical. The indispensable accompaniment is inspiring instruction suited to the inculcation of the proper habit on the part of the class. Too often we forget that anything that is worth possessing is paid for in strokes of daily effort. By neglecting the necessary concrete labor, by sparing ourselves the daily effort, we are standing in the way of obtaining the desired final results.
All will agree that results speak. Shall we not then be repaid for our trouble when pupils mirror the reflection of our labor? Having personally mastered the difficulties of the subject, the teacher and supervisors are aware of the pitfalls which await the pupils. Only then do we cease to be theorists and become capable of demonstrating the truth of our methods. Uniformly good results may be obtained in almost any class if proper instructions are followed. If we are not obtaining good results in the product our methods are at fault. Could a teacher without knowledge of reading or of numbers devise suitable methods for presenting reading or numbers? Surely, the teacher cannot teach that which he does not know, be the subject penmanship or astronomy. Neither is the ambitious teacher content with a partial knowledge of any subject. Unless intensive knowledge of a subject obtains, no teacher will be able to follow successfully second hand methods.
It is significant that the Normal Schools require their graduates to qualify in the useful art of practical penmanship. Many teachers have found that the correspondence method is well suited to and fulfills their needs for a complete penmanship training. Universities now offer summer courses in penmanship. Supervisors frequently give weekly drill classes for unqualified teachers upon which attendance is obligatory or optional. It is the regret of many of our best teachers who have been in the service for some years that they did not have opportunity or were not required to qualify in penmanship earlier in their educational career. Unless an inexperienced teacher knows how to teach intuitively, ludicrous blunders will be made. If knowledge be lacking regarding any branch, the quality of the young teacher’s work will be still less desirable. The everlasting how will confront the teacher every day, and each time it will be necessary to find an answer.
It is unfortunate for our schools that so many teachers feel that they can succeed in teaching penmanship without themselves knowing how to write. To know only the first few principles will not be sufficient, though they are not to be underestimated. To complete the structure we must build upon the firm foundation of first principles a crude but proper framework. When this is firmly reinforced, we put on the finishing touches. Many do not get further than the foundation; others stop at the next important stage, the crude product; while others who are persevering work to the end and have the satisfaction of enjoying the beautiful structure complete.
THE ABILITY TO SECURE RESULTS
There are few successful teachers who are not good psychologists and who therefore do not know the process by which growth is secured. Knowledge is the cornerstone of the foundation. However it is not enough that we know the subject which we are to teach; we must have the ability to impart knowledge that the self-activity of the pupils may induce growth.
All teachers are not endowed alike with this wonderful gift. It is also a truism that to realize one’s shortcomings in this direction is the first step. If the pupils are not interested, and response cannot be obtained, let us look for the direct cause in the teacher and for the indirect cause in the supervisor. The far seeing teacher will aim to surround the penmanship lesson with the proper atmosphere at the outset. As pupils are more interested in seeing what is done than by abstract explanation, a few skillful and telling strokes at the desk or on the blackboard will serve as a much greater inspiration than for the pupils to come into the room and sit before a model that has been executed while they were out of sight.
Skillful questioning and holding the entire class for answers is of great advantage when visualizing letter forms, and again when criticising and comparing results. The laws of cause and effect operate in penmanship as surely as they operate elsewhere. What is the cause of incorrect slant, a heavy stroke or a careless form? Pupils who know how to think may be put on the right road by being taught to criticize their own work.
It is one thing to impart the knowledge one may possess of correct execution; the obtaining of results is quite another. Many a teacher has been greatly discouraged when a view of the results was obtained because close observation revealed that pupils had not comprehended the idea which the teacher intended to convey. Let us adopt new methods or modify old ones until desirable results are obtained. The pupils are placed under our care that they may have an opportunity to gain some of the knowledge and skill of which we, as teachers, are supposed to be in possession.
The best proof that the imparting has been clear, logical, and effective is in the quality of the results so easily observed in the penmanship class. Every lesson is a new record of what has already been grasped by the pupils or a presentation of something new, or better still, a combination of both. Enthusiasm is one of the most essential points to be gained by the class. It must actually be experienced before it can be imparted to the pupil. If it is not felt by the teacher the next duty is to induce it by look and act.
The unconscious influence of the teacher cannot be measured. With pupils, teachers are more than ideals; they are realities. The personal influence is more lasting than the particular system that is taught. A competent teacher must be the master of the situation. Little inspiration can be created by the timid teacher. Originality, individuality, attractive personality, courage, confidence, ease of manner, firmness, tact, initiative—these are desirable assets for the penmanship leader. Such a leader has a ready following.
A penmanship teacher must balance enthusiasm with tact, system, and resourcefulness, and be ever on the alert to discover the individual needs. Tact plays a very important part in penmanship instruction for by the exercise of it we are led to say and do the right thing at the right time.
True, we get no more out of this subject than we put into it. Let us be more pedagogical in imparting this subject. Let us outline a penmanship lesson as carefully as we would other lessons. The result will justify the labor.
THE PENMANSHIP PERSPECTIVE
Penmanship is entirely too isolated, and the value of cooperation and correlation are not sufficiently recognized. Young America demonstrated this perfectly when at the beginning of a written spelling test he asked if he should write it with muscular movement or with his “real writin’.” To him the drill that was supposed to make for the correct writing habit had not taken hold. He failed to associate the practice method with practical work. Again, great tact must be exercised in the attempt to correlate the penmanship with other subjects, lest in an unguarded moment a teacher may tire the pupils and thus defeat the much sought-for end.
Colonel Parker says: “The present trend of study, investigation, and discovery in the science of education is toward the correlation and unification of educative subjects and their concentration upon human development. All subjects, means and modes of study are concentrated under this doctrine upon the economization of educative effort.”
Persistence on the part of the teacher is absolutely essential, for pupils will forget and must be constantly reminded. If on all occasions the teacher of English or other subjects will bring a due amount of pressure to bear upon the class during all written recitations and take the proper share of responsibility, good results will be rapidly noted. On the other hand, we should have scant respect for the penmanship teacher who habitually uses poor English and who is not pedagogical in the presentation of the subject.
Since it is common to evaluate subjects in terms of credits, would not a system of daily credits in writing tend to dignify the subject? Would not this react upon the pupil in a desirable way? As the matter now stands in many schools no credit is given to encourage; only complaints are heard when the work is not up to standard.
We do know that all pupils who enter the commercial department of our public schools soon take it for granted that penmanship is a part of their stock in trade. The laws of necessity are plainly followed. These pupils have credits for penmanship.
In the requirements for good penmanship, consistency should be shown from the lowest to the highest. The closest cooperation from the superintendent down to the first grade teacher is urged. Set a standard, and bring the pupils up to it, as is done in other subjects. One grade teacher may teach well, another poorly or indifferently, and thus the pupils are passed along. The school system where this prevails may be compared to a chain with now and then a weak link. Unless there is unity and cooperation among teachers the subject suffers greatly. The right kind of supervision is helpful, but it cannot accomplish all things. Not infrequently we hear the remark, “I am not the penmanship teacher; Miss So-and-so teaches all the penmanship.” Our “second speech” is too important a matter to be left to one person unaided. Upon whose shoulders shall be placed the responsibility? If a school does remarkably excellent or noticeably poor work in any subject, whose is the reward or the blame?
The proper attitude of the Superintendent and the principal will go far to popularize any subject, penmanship no less than any other. This attitude will be reflected unconsciously upon the teacher, and the pupils will be quick to take the cue.
How often is the muscular movement writing supervisor told by the boys in particular, “My father writes that way.” The right attitude is established immediately because the boy sees the relation of the school to a practical need. In fact, parental influence is a factor to be reckoned with in penmanship and the thoughtful teacher will do well to inquire into the attitude of the parents toward this useful art. Many times it means leverage for the teacher. In case the pupil is old enough to realize a motive for improving, the influence of the teacher alone may be sufficient. On the other hand, the boy frequently decides to follow the occupation or trade of his father, without regard to capacity or aptitude. Vocational guidance is essential.
In the consideration of this subject, by parents, superintendents, principals, and teachers, let us not forget that we are living in a rapidly changing age, that we should ever be on the alert to study the present day needs, and that an open mind is essential to progress.