SECOND GRADE
Primary teachers are frequently opposed to muscular movement because it is wholly impossible to obtain the same uniform work (which is really only useless drawing) as can be obtained by the finger movement plan. Not until principals, primary supervisors, and superintendents are willing to tell their primary teachers that they will not look for beautiful written exercises in these grades, will the teachers of the first, second, and third grades look with favor upon muscular movement.
We do not expect the primary teacher to produce the finished mathematicians, readers, historians, or penmen, but such work as is accomplished should be based on the right foundation. The primary teacher should be willing to sacrifice her pride in the appearance of written exercises to the demands of the future environment of the grown child. In schools where superintendents and teachers insist upon pupils writing words or sentences on paper very soon after they enter school little or no advancement can be made in muscular movement. However, if movement is not taught at an early age much time will be wasted when the transition is made, which a few extreme persons say should not take place until the fifth year in school. In the latter case the pupils have incorrect habits so firmly fixed that it takes the remaining years in the elementary school to learn to write a creditable style.
Board work may be continued advantageously daily in the second grade for a three or four minute period. The writing for the first month might very profitably be given over to board training to a large extent, retaining only five or six minutes daily to teach the physical-training phase of penmanship. Relaxation, correct posture of the body, feet, hands, and arms at the seat might be accomplished during the first month.
The next step will be to study the hand and arm, making the preparatory movement for ovals, and strokes with the hand half open and gliding on the nails. The five knuckles must be turned toward the ceiling. Pupils should make the movement freely to the teacher’s count and also count for themselves in low tones. The teacher might use a book or a thin board to serve as a desk, with which to illustrate, in order to establish the proper relation in the child’s mind concerning the desk and the points of contact. (See detailed directions under [posture], Chapter Two.) Pencil holding is next taught, using the handle end first, and pointing it half way between the shoulder and the elbow. It will take a month or more to develop relaxation, correct posture, and penholding.
Aim: First month. To perfect the board writing. To review all capitals and small letter forms in words and sentences, and attain greater fluency and a higher degree of perfection in form. To attain a speed of forty letters per minute, the standard speed for this grade. To teach the form of the letters so well, that in the seat work next month when movement is the great problem, form may not need to be stressed, but will be a resource.
Second month: To develop relaxation, correct posture, movement, and speed sufficient to prevent finger movement. To apply these fundamental principles to ovals, a few easy capitals, a limited number of words and a few short sentences. To make the correct writing habit carry over into the spelling by the end of the 2 B grade.
Comparison: Save one of the pupil’s first lessons in both regular and applied work to be compared with later ones.
Material: Canary paper, cut into half sheets, compendium, pencil, folio seven by nine inches. Keep only writing material in these folios.
Length of lesson: Fifteen minutes daily, five times per week. Blackboard practice on the daily lesson is suggested as an inter-recitation activity. Place the writing period early in the day or prior to the spelling in order that it may function in the applied work.
Demonstration: The same directions that are given under first grade for ruling boards and demonstration procedure will be found useful.
Z Group: This group proceeds at a slower rate of speed than other groups and attains at the end of the 2 A a speed of thirty or more letters per minute instead of forty. Demonstrate more frequently. Use as many two-letter words as possible. Select words from the reading as far as practicable. More blackboard work, tracing and rhythmic drill are necessary than in other classes.
Distribution of time to subject matter: During the first month give the greater part of the writing period to movement drills. For the following months spend one-half to one-third of the period on movement drills, the remainder being divided between capital letters and words and sentences.
Headings: Use the following heading daily, placing it on the second blue line. Write on every line except the first below the heading. Model:
John Brown, 2 A, Sept. 15, 1924.