Penmanship: Teaching and Supervision

by Leta Severance Hiles

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.