Penmanship: Teaching and Supervision

TEXT

When the conclusion has been reached that some muscular movement system should be followed in order to inculcate the best writing habit, it still remains to select the text. Great care should be taken in this. A satisfactory text should abound in instructions to be read until fully understood, and illustrated with a sufficient number of models to answer all purposes of visualization. The text should be of convenient size; the drills and cuts should be arranged in a logical manner. The instructions should be in such simple language that all pupils can comprehend them. A manual with model forms only for the lower grades would prove very helpful, the teacher supplying the instruction. First grade pupils should write on the blackboard, but only from correct models placed there by the teacher in the presence of the pupils. Many primary grade educators favor no writing in the first grade except such as is taught from the board.

She would be far more than an ordinary teacher who could give a class of pupils (without the help of a text) the pictures in her own mind in a sufficiently clear and vivid manner to result in correctly executed work on the part of the pupil. Surely all reasonable aids should be given pupils in their efforts to learn penmanship. A good text is as much needed in this as in any other subject. We should laugh at the idea of teaching arithmetic or English without the aid of the text; yet many good school people seem to think writing can be absorbed in some mysterious manner from more or less indefinite word pictures and a few blackboard copies done in a more or less skillful manner.

Again we hear of schools that arrogate unto themselves the right to change the author’s plan, or to accept it in part, frequently omitting the most important and vital points. There is no unity and no consistency in this manner of doing things. McMurray’s question and answer along this line is pertinent when he says, “What should be the attitude of the young student toward the authorities that he studies?” The answer is, “Certainly, authors are, as a rule, more mature and far better informed upon the subjects that they discuss than he, otherwise he would not be pursuing them.”

BLACKBOARD AND THE USE OF IT

Much may be said for and against the use of the blackboard. At best, it cannot supplant the use of the text. To begin with, the blackboard models are liable to be executed hurriedly and therefore poorly; and again these models, however correct, are not seen by all at the same angle. A slate or glass board is to be preferred. This should be placed low enough for all pupils to reach easily. All wall space, including that between the windows, should be utilized for blackboard. When pupils are copying writing from the board the window shades should be adjusted in such a manner that the pupils’ eyes do not suffer from the glare.

Good blackboard writing on the part of the teacher points its own moral. The teacher has less teaching to do. Pupils imitate almost every school room procedure from the teacher’s dress and mannerisms to her writing. Fortunately it is much easier to write well upon the blackboard than upon paper and no possible excuse can be offered that will cover poor board writing on the part of either teacher or pupil.

Good work on the board serves as an attraction to the subject since the pupils are always interested in seeing the creation of a skillful hand. It is also indispensable in studying the construction of letters and the teacher who can execute freely and rapidly at the board possesses a most valuable asset. When proper visualization has taken place, that is, when the mental photograph has been acquired by exposing the lens of the eye sufficiently long, it is well to erase the model or constructive lines and refer to the models in the text, since these are what the pupil will aim to approach. All work placed upon the board should be in exact harmony with the system in use at the writing hour, since example is more than precept and pupils gain unconsciously by seeing the correct forms before them.

Just as we have pictures that exert a correct moral influence hung in the rooms and halls, and mottoes containing beautiful sentiments ever before us, so should we place the correct written forms before the pupil. Again, note the effect of regular written work done in an incorrect manner! Pupils will be very apt to draw the conclusion that the models used during the writing lesson and real work are two different matters. Frequently the grade teacher will apologize to the supervisor for the appearance of the copy. This does not raise her in the estimation of her class, but rather calls their attention to her short-comings. By spending a few minutes daily for a month any teacher may develop such excellent blackboard work that no apologies should be necessary.

Pupils who are discouraged in penmanship will find that good results may be obtained very easily at the board. They must be taught at the outset, however, that the movement at the board and that required at the seat is quite different. Form, rhythm, and slant should be developed first at the board, as these three points are in common. By listening to the teacher’s criticism of blackboard results, pupils will easily become more critical of their own work.

Points to be observed in a blackboard lesson:

1. The teacher should be able to make for each pupil a correct copy in the presence of the class.

2. Pupils should stand with the left side turned slightly toward the board to insure slant writing, and prepare to write as high as the eyes. Make movement for the exercises in the air yet almost touching the copy first, in order to gain correct size and spacing.

3. All pupils should write to the teacher’s count or dictation. Require much concert work at the board. Keep the lips closed and thus avoid breathing dust from the crayon. Hold the crayon between the thumb, and first and second fingers, allowing the end not in contact with the board to extend toward the center of the palm.

4. Straight strokes and ovals on correct slant will serve as a basis upon which to build all letters and words. Pupils should step along with the work as it is executed on the board, and thus keep correct alignment.

5. Pupils should be taught to do board work carefully, whether it be a writing exercise or regular work. Develop all difficult new drills at the board first. Suppose the class numbers forty; allow twenty to pass to the board for a ten minute period, if twenty minutes is the time allotted for a writing lesson. The groups at the seats should be taught to do the counting for or with the teacher, also to be alert for all errors in posture, slant and form.

6. It is very important that the line should be made strong enough that it may be seen easily from the rear of the room without eye strain. The writing should be large enough to be seen easily from any point in the room.

7. When erasing use a downward stroke. Lift the eraser on the upward stroke. This allows the dust to drop in the trough; a good signal is, “Erase,” “Lift,” “Erase,” “Lift,” or “Down,” “Lift,” “Down,” “Lift.”

PAPER

“A workman is known by his tools.” It is as essential that good material be supplied for the penmanship as that any other department be well supplied as regards quality and quantity. Not only should good paper, pencils, pens and ink be used during the formal lessons each day, but in every lesson wherein writing is used to carry on the other work. Permit no scribbling, utilize every line, keep paper in neat folders; thus economize in the right manner, and not by the purchase of poor equipment, which is an irritation to teacher and pupil alike. The difference in cost of good and poor material is slight when compared with the results.

Paper should be of such quality that the pen will not pick up the fiber and cause blots. The proper ruling for penmanship paper is three-eighths of an inch (26 points). Size of letters and space between letters will be more easily developed by the use of the ruling suggested than by the use of unruled paper. Only in upper grades where good work obtains should an attempt be made to use unruled paper for the writing lesson. Size of sheets for lower grades should be not more than six by eight inches. Upper grades may use a sheet eight by ten and one-half inches. Writing on thick tablets should not be permitted. Use loose sheets of paper, always having the top sheet padded by one or two extra ones beneath to save wearing the penpoint needlessly.

FOLDERS

Each pupil should have a heavy paper folder in which to keep all writing material. The use of such a folder saves much time in the passing of material.

PENCILS

If pencils are used in the first or second grade they should be large, and cylindrical in form (never octagonal), and of medium soft lead. The writing period should not be taken up with the sharpening of pencils. Erasers should not be allowed. Lead pencils are not at best conducive to movement beyond the ovals and strokes. The use of the cheap tablet, the bane of the teacher’s life, and the poor quality lead pencil do much to hinder application of the correct writing habit in the lower grades.

PENS

A coarse, flexible pen (never a fountain or a stub pen) should be used by all teachers of muscular movement writing. Pens are dipped in oil before being boxed; for that reason when taking a new pen it is best to dampen it and remove the oil. Many a blot will be saved by so doing. Dip in the ink until the hole in the pen is partly or entirely filled with ink. When touching to the paper, be sure that both nibs come in contact, and are made to wear evenly. Each pupil should have his own pencil or pen, for sanitary reasons, as well as because no two persons wear a pen in exactly the same manner. After the lesson is ended the pen should be wiped on a penwiper. Removing the ink, which contains acid, will cause the pen to last longer, and a clean pen will do better work than one clogged with sediment. Pupils should never drop the pen to the bottom of the inkwell in order to get ink; this ruins the penpoint and causes unnecessary noise. A good penpoint should last from eight to fourteen hours or longer if properly treated. Inkwells should be filled frequently.

PENHOLDER

A penholder of wood, or one tipped with cork, is preferred. No learner should be permitted to use a metal tipped penholder. On account of the pressure that must be exerted in order to keep the metal penholder from slipping, proper relaxation of the hand cannot take place. Frequently the metal rusts or is so heavy that the penholder is a burden to the inexperienced.

BLOTTER

Each child should be provided with a blotter. It is well to let the ink dry as the pen spreads it on the paper except in case of a blot. Many pupils have the habit of taking the blotter in the hand and of giving the page a series of slaps with it, in quick succession; instead of taking up the ink this merely blurs the page. The correct way is to place the blotter on the line, give it an even pressure, and lift it, never moving it while the pressure is being applied.

INK

Use the best fluid ink obtainable. Ink made from crystals or powder is less satisfactory. It should be dark blue or black and flow freely. Bottles and inkwells should be kept closed when not in use. If the air is excluded the ink does not thicken. Occasionally water may be added, but great care must be taken in reducing ink that it be not made too thin.

ECONOMY IN THE USE OF MATERIAL

School boards and officials are generally willing to procure good supplies if economy is practiced in the use of them. For the sake of uniformity, and that every child may have an equal chance, it is advisable for the school to furnish all material for writing. Pupils frequently do not use proper discrimination in their purchases, when the matter of supplies is left to them.

Lastly, it is a mistake to think that good results can be obtained with poor material. In building any structure that we hope to last a lifetime we are careful to supply ourselves with the best of material. This principle applies in rearing the penmanship structure.