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.