Chapter Six
SOME WORKABLE SUGGESTIONS
HOW TO STUDY
Observe the board demonstration. Trace text correctly: Capitals twelve times, words six times and sentences three times, at correct speed. Write at correct speed one-half minute, one minute, or two minutes as required. Compare with models. Test and grade.
How to study capital letters: Height, three-fourths space high; slant, same as strokes; width, wider or narrower than single ovals; beginning stroke, how and where; end stroke, how and where; speed of letter studied; name a variety of counts and select the most pleasing; analogy to other letters; name as many points as can be observed that are peculiar to the letter under discussion.
How to study words and sentences: Slant must be the same as strokes; letters must be of uniform height; space between letters uniform and equal to an oval of the same relative size as the small letter; end strokes curve upward; beginning strokes start under end of strokes of previous word; study especially the most difficult letter.
HOW TO MOVE AND SLANT THE PAPER
Check each line for capitals into thirds, place four or five letters in a third; move paper to the left about two inches at each check mark, at the same time say aloud, “Move.” At the end of the line say, “New line.” This should be the invariable rule during the concert count. This makes for uniformity of slant; it gives the class a chance to help, and relieves the teacher. In making four hundred ovals, say “Move,” at each quarter. Slant the paper so that the line written upon runs from corner to corner of the desk.
Second grade: Check in middle, and move paper once only. Second and third grades make two hundred ovals and strokes per line.
BLACKBOARD WORK OF THE PUPILS
(Explained in detail in Chapter Five.) Pupils affected: first and second grades especially. On Monday all poor writers in any grade work at the board and perfect the new letters or sentence for the week. Suggested procedure for any grade:
Place a model (two in lower grades) for each pupil.
Demonstrate briefly the letter.
Class face board, trace with right forefinger, teacher and class counting.
Trace with chalk, six or more times. Erase.
Make drill to count.
Class criticize and answer questions.
Introduce simple test lines to prove to class that work measures up to standard.
Personal help.
Upper grade pupils should not spend more than one-half to two-thirds of the period at the board, then they should go directly to seats and make the good forms just learned function on paper. In all applied work at the board, hold pupils equally as responsible for correct forms and neat legible writing as in seat writing.
Position at the board: Turn the left side slightly toward the board, allow left hand to hang or to hold the eraser. Write as high as the eyes. Use signal, “Stand erect,” “Turn,” “Face,” “Down”; the last signal to be given when the teacher desires to see all the work at the board.
Good line quality is largely the result of working at correct speed throughout the drill period, for by so doing even pressure is exerted, and pleasing quality is the result.
The eraser should be drawn downward from the top line to the groove, holding it parallel with the groove. This permits the chalk dust to fall where it should. Lift the eraser and repeat, always drawing from the top line downward.
NAME CARDS
By the fifth week of school, name cards should be provided for each pupil. Paste at the ends in front or back of the compendium. (Pasted in this way they may be easily removed.) Trace names daily at the seats.
First grade children trace names daily at the board until they can be legibly written.
FIGURES
Figures are to be practiced daily by making from one to two lines of the date. Figures are one-half space high in the first four grades, one-third space high in the remaining grades.
ALPHABET
The alphabet should have a place on the board in each room by the end of the first week of school. It will prove very convenient if the speed for each letter is placed near in small figures. New and unqualified teachers may ask the supervisor to place the alphabet on the board the first term.
ENDURANCE TESTS
Pupils should be taught to compare their work frequently with the standard penmanship chart, a copy of which should be on the wall of each room. In this way they are able to rate themselves for quality. Before the end of the first term pupils should be able to endure a dictation of words or sentences for one minute, at the proper speed, with ease and in good posture and with fairly good forms. The seventh month should find them able to take a two minute endurance test with greater ease and better forms.
THE “Z” GROUP
The Z group in first and second grades should receive proper consideration. Above the 2 B it has been demonstrated that the Z classes, so far as writing is concerned, are not far behind others in their work. When necessary, cut the content, lower the speed, repeat more often your instructions, count more, and expect less perfection in form.
OBJECTIVES IN GOOD WRITING HABITS
Good posture: health, appearance, efficiency.
Speed: For accuracy and efficiency, both practical needs.
Spacing: To relieve the eye, and make easy reading.
Slant: To make writing attractive and easy to read.
Neatness: To further a civic need.
Tracing: To visualize and thereby assist in acquiring correct form.
Movement drills: Ovals for curves, strokes for slant, small letters for traveling movement.
PROGRESS LESSON
Time: Friday or the last lesson of the week.
Conditions: Class must know how to study. Class must work fairly well independently. Class must have had all drills demonstrated.
Method: Place problems on the board, numbered, not less than two nor more than four, unless the class is very efficient. Each pupil starts with No. 1. Teacher passes down aisle, gives a progress check if work is satisfactory, if not, a criticism. (A rubber stamp marked “Improving” is very effective.) If checked, pupil takes next drill; if not he practices the same drill until the teacher comes again. In a fifteen minute period the teacher can check up the room at least three times. Those who receive a check every time receive special recognition.
Object: To encourage initiative; to impress upon each pupil his rank in the writing game; to crystallize the week’s work; to give each pupil an opportunity for individual help.
SEGREGATION
(Explained in detail in Chapter Two.) The teaching of penmanship is less laborious and more effective when the poor writers are separated from the good writers. Many pupils need no individual help, but follow oral instructions easily. They should be allowed to do so, since independent effort will develop judgment, initiative, industry, and an appreciation of how to “play the game square.” The segregation of the poor writers in rows economizes the teacher’s time and energy in passing about the room, and ultimately allows each pupil to practice upon the drill he most needs. While the poor writers should never be considered in disgrace, a legitimate aim should be to get into the good division on the regular promotion day, preferably Friday.
Segregation is especially desirable for board work, since it economizes the time and energy of the teacher to a marked degree.
LINE QUALITY
At the seat: Make not less than 200 solid two-space ovals or strokes with one dip of ink. This will make for neatness. Allow no strike-overs, i. e., patched lines. Correct position of the hand, correct speed, a limited amount of ink, and a good movement are the surest remedies for neatness and good line quality. Always use two sheets of paper in order to obtain the best line quality and save the pen. Hold pen with hole on top so that both nibs touch the paper, in order to secure even quality. Hold pen or pencil lightly enough that it may be slipped out easily from the hand.
SAMPLES
Monthly samples have a place in and above the third grade. Make two or more samples on the 15th of each month, during the writing period. Select the best one and place in the manila envelope provided for this purpose only. Place name of pupil on envelope. Collect at the close of the period. Place rubber band around them and file in your desk.
Object: Teachers may judge the effectiveness of their instruction; pupils may observe their own improvement; the grade of the pupil is to be partially based on this work; the supervisor may be able to advise constructively; the pupil has an opportunity to compete with himself.
Procedure: Have paper cut, and sample on board, memorized. Give warming up exercises of ovals, capital, name, and small o exercise. Consume five or more minutes in this way. Use your watch, time the class. Record the speed on the sample. After each sample, relax. Make two or three, as time permits. Select the best. Discard others. Open sample envelopes, compare with sample of month before. Give a check of honor to all who have improved to a marked degree. The first month, check for better movement, neatness and light line; second month, size, etc. Always hold for all points before considered. Tell class at end of checking what in general you see they need, and keep that in mind during the month. Count the pupils who have two samples and those who receive checks, ascertain your per cent of improvement and record it for reference next month. Collect sample envelopes and file in your desk.
Caution: There is no objection to the giving of a day of practice to the matter contained in the sample during the month if the time permits; in fact, this would be helpful. However, on the 15th, the allotted time only should be allowed for writing the sample, which should proceed in general as above outlined.
Standard: Third and fourth grades attain 50% improvement each month. Fifth and sixth grades should attain 66% improvement each month. Seventh and eighth grades should attain 75% improvement each month.
PREPARATION FOR REGULAR VISIT OF THE SUPERVISOR
First grade: Two models for every child at board.
Second grade: After the second month a writing lesson saved from the previous week; after the third month, a spelling lesson.
Third, fourth, fifth, sixth, seventh, eighth and ninth grades: Have on the desk ready for grading, the following: samples, spelling paper, language paper.
Give pupils an opportunity to see that all work to be inspected is ready the day previous to the supervisor’s visit. (For ordinary lessons one minute is ample time for preparation if folders are kept in good order.) Placing one lesson of the applied work in the folio each week, from which the final selection is to be made, will serve to keep the work uniformly good. This would also provide specimens for those who might be absent for a particular lesson written expressly for this purpose.
DESK ARRANGEMENT
Aisle
COUNTING
In counting for words repeat the letters at correct speed, sentences likewise, using great care that the finish is within the time limit. In pronouncing spelling words to be used during penmanship drill, always require the class to repeat the words after you before writing. A short dictated sentence should be managed the same way.
USE OF THE TIMEPIECE
This is as necessary to the good teacher of penmanship as is the blackboard. By its use is obtained correct speed, alertness on the part of the teacher, good movement because never too slow, more rhythmical counting, and more practice accomplished. Use the second hand daily, until counting becomes automatic and goes forward with the right kind of speed at all times.
AWARDS
Honor rolls, buttons, certificates, pennants, cups, etc., prove a great incentive. All competition should be carried on in a friendly manner.
USE OF STANDARD PENMANSHIP TESTS
The research department may very profitably apply the standard tests throughout the city twice yearly, tabulate the results and publish them to teachers. From these findings, principals, supervisors, and teachers will be able to determine what the weaknesses are and find a remedy for them.